Influence of Gender on Students’ Academic Achievement in Biology When Taught Using Experiential Learning Approach in Secondary Schools in Maara Subcounty, Kenya

Joshua Mong’are Gisoi and Dr. Rose Mugwiria
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Joshua Mong’are Gisoi: Department of Education, Chuka University, City- Nairobi; Country-Kenya, P.O. Box 76-60401 Chogoria;
Dr. Rose Mugwiria: Tharaka University P.O Box 76-60401

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 9, 2666-2675

Abstract: The study aimed at determining the influence of gender on students’ academic achievement in biology when taught using experiential learning approach. Quasi experimental research design was employed and in particular Solomon four group design. The target population was 22,640 biology students in secondary schools in Maara sub-County, Tharaka Nithi County. The accessible population consisted of 1,557 form two students in Sub-County mixed secondary schools. The purposive sampling was used to draw four sub-County mixed secondary schools from a list of mixed secondary schools in Maara Sub-County. Simple random sampling was used to select and assign participating schools in experimental and control groups. The sample size comprised of 118 students in four schools. The research instruments used were Biology Pre-Test (BPT) and Biology Achievement Test (BAT). The instruments were piloted to determine their reliability in a Sub-County mixed secondary school in Meru-South Sub-County. Reliability coefficient for instruments was 0.741. The validity of the research instrument was ascertained by experts in the department of education of Chuka University. Experimental groups (E1 and E2) were taught using experiential learning approach while control groups (C1 and C2) were taught using conventional teaching approach. Statistical Package for Social Science (SPSS) version 26 aided in data analysis. The raw data obtained was analyzed using descriptive statistics (mean, standard deviation, percentages) and inferential statistics (two-way ANOVA, Turkey post hoc analysis). The null hypothesis was tested at = 0.05 significant level. The findings revealed no statistically gender difference in academic achievement in biology when taught using experiential learning and conventional approaches. The study therefore recommended that experiential learning approach is an accommodative teaching approach that may be used with both male and female students. This means that, regardless of students gender, the experiential learning approach is appropriate in teaching and learning to promote academic achievement. Additionally, Experiential learning approach affords all students an equal access to the curriculum while maintaining their high expectations. The findings of the study may be help curriculum planners and learning institutions to incorporate innovative techniques in classroom teaching to improve learning of biology subject for both boys and girls in Kenya. The findings also form a ground upon which likely further research could be built for innovative teaching techniques in secondary schools.

Date: 2024
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