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ABSTRACT
This study was carried out to determine “the role of gender-responsive teaching methods in adult and non-formal education programme in the University of Benin”. The aims examined in the course of the study. They are; To assess the effectiveness of a gender-responsive teaching method in enhancing the overall learning experience of adult learners enrolled in the University of Benin's Non-Formal Programme, with a focus on academic performance, retention rates, and overall satisfaction. To examine the impact of the gender-responsive teaching method on the engagement and participation levels of male and female adult learners in the University of Benin's Non-Formal Programme, considering factors such as classroom interaction, active involvement in discussions, and collaborative learning experiences. To explore the attitudes and perceptions of adult learners towards the implementation of gender-responsive teaching methods in the University of Benin's Non-Formal Programme, investigating aspects such as acceptance, comfort, and perceived relevance of these methods, as well as any observed changes in the learning environment. The population of the study consisted of two hundred and eighty (280) 400 level Adults Education students in university of Benin, Edo state. The sample size adopted for this study is a total of 125 adults students. The purposive sampling will be used to select all the population for the study. The sample size adopted for this study is a total of 125 adults students. The purposive sampling will be used to select all the population for the study. The instrument for data collection for this study was a self-constructed close-ended questionnaire titled the Role of Gender Responsive Teaching Methods in Adult and Non-Formal Programmes at the University of Benin. The test-retest reliability method was used to determine the reliability of the instrument and the process yielded an index of 0.81 Data obtained from the study were analysed using mean and standard deviation. In view of the findings and conclusions arising from this study, this recommendation was made; Incorporate teaching methods that acknowledge and accommodate diverse learning styles and preferences, considering the specific needs and experiences of both male and female adult learners.
