Teaching Approaches of Madaris Teachers in Pakistan: A Gender and Location Based Study

Abstract

The teachers use teaching methods and techniques in their classrooms with clear goals and intentions to teach. These teaching approaches might be teacher-centred, intended to transfer information, or student-focused, intended to change students’ understanding. Apart from various contextual and personal factors, such as gender and institutional location, they can also explain the differences and variations in these teaching approaches. Literature on approaches to teaching in public schools is available. However, there is insufficient literature about Madaris teachers across the globe. In Pakistan, Madaris are parallel educational entities that cater to millions of students. Therefore, the current study identified the teaching approaches of Madaris teachers in relation to the gender and location of Madaris. Under a survey research design, data were collected from 790 Madaris teachers in Punjab. An ANOVA statistical test revealed that the interaction of gender and location could explain the difference in Madaris teachers’ preferred teaching approaches in Madaris in Punjab. Male teachers in rural and urban areas had a higher conceptual change student-focused approach and a higher information transfer teacher-focused approach. The Pakistani government and private sectors should design teaching training programs according to the particular curriculum in Madaris and assist Madaris with instructional teaching reforms.