INFLUENCE OF GENDER ON STUDENTS’ INTEREST AND ACHIEVEMENT IN GENETICS USING TWO CONSTRUCTIVIST INSTRUCTIONAL MODELS IN SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA
DOI:
https://doi.org/10.48047/z2fzwa11Keywords:
Achievement, 5Es and PEDDA Constructivist instructional models, Gender, Genetics, InterestAbstract
This study investigated the influence of gender on students’ interest and achievement in Genetics using two constructivist instructional models. Two research questions and two hypotheses guided the study. Quasi-experimental research design, specifically the non-equivalent control group design, was adopted for the study. The population of the study comprises 1,986 (816 male and 1,170 female) SS111 Biology students in 31 public secondary schools in Enugu Education Zone, Enugu State, Nigeria. A sample size of 160 (79 male and 81 female) SS111 Biology students selected through a multistage sampling technique was used for the study. The instruments for data collection were Genetics Interest Inventory (GII) and the Genetics Achievement Test (GAT). The internal consistency reliability coefficient of 0.64 was obtained using the Kuder-Richardson formula (K-R 20). The research questions were answered using mean and standard deviation, while the hypotheses were tested using analysis of covariance (ANCOVA) at 0.05 level of significance. The findings of the study revealed that there is no significant difference between gender and students’ interest and achievement in Genetics using two constructivist instructional models. The study therefore recommended that Biology teachers should encourage both male and female students to engage in participatory learning using two constructivist instructional models, which were found to be effective in enhancing students’ interest and achievement in Genetics.
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