Gender-Responsive Pedagogy and Female Students’ Academic Engagement in Secondary Schools in Taraba State

This study examines the relationship between gender-responsive pedagogy and female students' academic engagement in secondary schools in Taraba State, North East Nigeria. In contexts characterised by patriarchal schooling norms, the application of gender-responsive teaching practices is posited to improve female participation, confidence, and educational outcomes. The study employs a mixed-methods convergent design, combining a survey of 380 female Senior Secondary School students and their teachers from 16 schools in Jalingo, Karim-Lamido, and Bali local government areas with focus group discussions. A validated Gender-Responsive Pedagogy Observation Checklist and the Student Academic Engagement Scale served as primary quantitative instruments. Multiple regression and thematic analysis were applied. The study draws on Feminist Pedagogy Theory and the Gender and Education Framework of UNESCO. It examines the use of gender-affirming language, equitable questioning practices, inclusive content, and role model integration as pedagogy dimensions predicting engagement. Findings are expected to reveal significant positive associations between gender-responsive practices and female academic participation, motivation, and self-efficacy. School location and teacher gender are examined as moderators. Qualitative findings will illuminate the mechanisms through which gender-aware instruction builds female students' academic confidence in culturally conservative settings. Recommendations target the Taraba State Secondary Education Board and teacher education programmes on embedding gender-responsive pedagogy training in both pre-service and in-service development curricula. Keywords: gender-responsive pedagogy, female engagement, secondary schools, Taraba State, feminist education