Gender Differences on Achievement and Attitude of Physics Students in Senior Secondary School Kagarko Local Government, Kaduna State
Akuso Simon, Orji Nwokedirioha Onyemaechi & Ode John Segun
Department of Science and Environmental Education, Faculty of Education, University of Abuja, Abuja, Nigeria
Abstract
This study examined the Gender Differences on Achievement and Attitude in Concept Light Waves in Senior Secondary School Students in Kagarko Local Government, Kaduna State. The study adopted pre-test and post-test quasi-experimental research design. The population of the study consists of 2,431 (1,143 boys and 1,288 girls) senior secondary school two (SSII) students from public schools during the 2020/2021 academic session in Kagarko local government area, Kaduna state. A sample size of 45 (26 Male and 19 Female) SSII Physics students were selected from the target population using simple random sampling technique. The students were exposed to light waves concept using Activity-Based Strategy. Two instruments, namely Physics Achievement Test (PAT) and Physics Attitude Scale (PAS) were used for data collection and had reliability coefficient of 0.82 and 0.74 respectively. Two research questions were raised with two corresponding hypotheses. These hypotheses were tested using ANCOVA at 0.05 level of significance. The results of the study revealed that male and female students exposed to Activity-Based Strategy did not differ in their achievement and attitude. The study concluded that the application of Activity-Based Strategy is gender-friendly. The study recommended the provision of in-service training and retraining for teachers on the use of Activity-Based Strategy for teaching Physics.
Keywords
Gender, Achievement and Attitude, Students, Light waves, Activity-Based Strategy
Reference
Adam, M., Kime, M. M & Wali, H. M. (2022). Gender difference in performance in four science subjects in Borno State Colleges of Education. Journal of Education and Practice: www.carijournals.org ISSN 2520-467X (Online);6 (4), 1 – 11.
Achuonye, K. (2014). Predominant Teaching Strategies in Schools: Implication for Mathematics, Science, and Technology Curriculum Implementation. Being a Paper Presented at the 14th Annual Conference of the Curriculum Organization of Nigeria, Calabar, University of Calabar.
Amedu, O. I. (2015). The Effect of Gender on the Achievement of Students in Biology using the Jigsaw Method. Journal of Education and Practice. Www.Iiste.Org, ISSN 2222-288X, 6(17), 176-180.
Apochi, M. A., Umoru, S. E., & Onah, D. O. (2018). Effect of advance organizers on Senior Secondary Students’ Interest in Biology in Makurdi Metropolis. ATBU, Journal of Science, Technology & Education (JOSTE); ISSN: 2277-001, 6(3), 18-26.
Areo, O.O. (2022). Influence of gender on students’ achievement and attitude towards physics in secondary schools in Ondo State, Nigeria. International Journal of Research in Education and Sustainable Development, www.ijaar.org | ISSN: 2782-7666; 6(2), 1-9.
Brajraj S., Rakhee, C.1, Rekha, Y.& Singh, K. (2019). A study on gender difference in attitude towards science. International Journal of Education (IJE), http://iaeme.com/Home/issue/IJE? 1(2), 38-46.
Erdemir, N. (2009). The Change and Development of Attitude of Science Teacher Candidates towards Branches Kastamonu Education Journal, 17(1), 161-170.
Fasakin, P. J. (2011). Effects of Everyday Phenomena on Students’ Achievement, Attitude, and Practical Skills in Physics. A master’s Dissertation Submitted to the Department of Teacher Education, University of Ibadan, Ibadan, Nigeria.
Gin, E. K. (2011). Gender and Politics in Nigeria: Lessons and Challenges for the Nigerian Woman for the Actualization of Vision 20: 2020. The Belt Journal of Education 2(2), 67-96. https://en.m.wikipedia.org/wiki/physics. Retrieved 13th June, 2024.
Ibrahim, S.T., Sabitu, A & Magaji, Y. M. (2016). Comparative analysis of gender performances in biology, chemistry and physics among pre-degree students of Federal University, Dutsinma. International Journal of Educational Benchmark (Ijeb), eISSN: 2489-0170 pISSN:2489-4162 University of Uyo, 5(1), 108-118.
Josiah, M. M. (2013). Effects of Practical Physics Knowledge on Students’ Academic Achievement: A Study of Pankshin Local Government Area of Plateau State, Nigeria. World Educators forum/Effects of Practical Physics Knowledge on Students’ Academic.pdf ,http://www.globalacademicgroup.com/journals/worldeducators, 2(1), 1-9.
Katcha, M. A., & Wushishi, D. I. (2015). Effects of laboratory equipment on secondary school students’ performance and attitude change to biology learning in Federal Capital Territory, Abuja, Nigeria. Journal of Education Research and Behavioral Sciences, ISSN23158735,http://www.apexjournal.org. 4(9),250-256.
Kola, A. (2013). Importance of Science Education to National Development. Latin- American Journal Physics Education, 1(7), 223-229.
Muchai, A. N. (2016). Effects of practical work on students’ achievements in physics at secondary school level in Murang a East Sub-County, Kenya. An Unpublished Ph.D. Thesis Kenyatta University Kenya.
Omebe, C. A., & Akani O. (2015). Effect of instructional resources on student’s achievement in physics and chemistry in secondary schools in Ebonyi State, Nigeria. European Journal of Training and Development Studies,UK www.eajournals.org. 2(2), 56-65
WAEC (2018): Senior Secondary Certificate Examination. Chief Examiners Report, Reports, Lagos office, Nigeria.
Yakubu, P. A. (2021). Gender and assessment of physics students’ academic performance in senior secondary school SSIII (SS3) Olamaboro Local Government Area of Kogi State, Nigeria. AJSTME. ISSN: 2251-0141, 6(2); 1-9.
Zhaoyao, M. (2012). Physics Education for the 21st Century: Avoiding a crisis physics education, 37(1), 18- 24.