GENDER DIFFERENCES IN CONSTRUCTIVIST APPROACH TO HIGH SCHOOL LEARNERS’ COMPREHENSION OF ELECTROCHEMISTRY CONCEPTS

Abstract

This study reports on research findings on the effect of collaboration combined with text manipulation on male and female learners’ comprehension of electrochemistry concepts in the Ximhungwe circuit of the Bohlabela district in the Mpumalanga province of South Africa. The theoretical frame work of this study is rooted in Posner et al’s Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change. This theory strongly proves that learning is a social process and communication facilitates learning. An intact sample of 47 12th grade physical sciences learners from two public schools in the circuit participated in the study. One of the schools was a high achieving school (HAS) and the other a low achieving school (LAS) as was classified by the Department of Education. Learners were given electrochemistry concept test (ECT) and Chemistry Classroom Environment Questionnaire (CCEQ) as pretest and post-test. After the treatment using a self-designed conceptual change teaching strategy of collaboration combined with conceptual change texts, ANCOVA conducted on posttest scores of the learners showed that there was no significant mean difference between male and female learners in their comprehension of electrochemistry concepts. Similarly, there was no significant interaction effect between gender and treatment. However, Pearson Product-Moment Correlation revealed that there was positive relationship between achievement and learners’ perception of their chemistry classroom environment. It was concluded that collaboration combined with text manipulation was equally effective for both males and females.