Gender differences in learning outcomes on the mole concept in a developing country: Kenya
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Date
2015-07
Authors
Twoli, N. W.
Akala, Janet B.
Khatete, D. W.
Journal Title
Journal ISSN
Volume Title
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Abstract
The gender gap that results from the differential treatment of boys and girls is still noticeable
today in their achievement and participation in chemistry education in Kenya and perhaps in
every other developing country. Due to its large concept map and sometimes theoretical
nature, the Mole Concept has been recognized as one of the most difficult topics to teach and
learn within the secondary school chemistry curriculum. The study compared male and
female form four secondary school students’ learning outcomes in Mole Concept area of
chemistry in Kakamega County, Kenya. The sample consisted of 384 students randomly
selected from the three school types: mixed, boys and girls. Two instruments were used viz:
Mole Concept Students Attitude Scale (MCSAS) and the Mole Concept Achievement Test
(MCAT). Data collected were analysed using t-test. The findings of the research showed that
there were significant differences between male and female students in overall chemistry
achievement (t = 4.409, p < 0.05) and attitude to science (t = 0.387, p < 0.05). The absolute
t-values for spatial and mathematical items 4.780 (p < 0.05) and 4.094 (p < 0.05) respectively
were highly significant with boys performing better than girls. It is therefore recommended
among others that teachers should use instructional strategies that will enhance gender
equality in students’ learning outcomes in chemistry especially in major concepts like the
Mole.
Keywords: Gender, Mole Concept, Learning Outcomes, Secondary School
Description
Presentation
Keywords
Gender, Mole Concept, Learning Outcomes, Secondary School
Citation
Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015