A Study in Mathemagenic Activities: Gender Differences in Understanding Chemistry. Implications for Women Education

Abstract

The effect of mathemagenic activities on gender groupings in learning and understanding Chemistry concepts was investigated. Three hundred and sixty (360) Senior Secondary two Chemistry Students from four co-educational institutions in Ondo North Local Government Areas of Ondo State constituted the sample. The study adopted the quasi-experimental design of the pre-test and post-test control group. Data collected were analysis using Means, Standard Deviation, and Analysis of Covariance (ANCOVA) at 0.5 level of significance. The results showed that male and female students in the experimental groups performed better than those in the control group. It was revealed that this approach does not discriminate among sexes in their effectiveness in students’ learning tasks. Finding in this study have shown that the given treatments have no bias against gender. In order words, the three treatment cues proved equally effective for both male and female students. The results of the study tend to suggest that Chemistry teachers can adopt this treatment in their classes and de-emphasize gender consideration in the learning of chemistry concepts.

Key Words: Mathemagenic Activities and Gender Differences in Chemistry