2022, Vol. 4, Issue 1, Part B

In academic performance among learners, gender disparities is more evident in science and technical disciplines and thus, gender stereotyping and gender bias can be major factors in coeducational classrooms. Thus, this study sought to establish the effect of experiential concept mapping teaching strategy on students’ academic achievement in chemistry based on gender in Tigania West Sub County. A quasi-experimental research design involving the Solomon Four non- corresponding regulator cluster design was utilized. It involved a target population of 1765 Form two learners from Tigania West Sub County. The sample size comprised 182 students from four sub county coeducational secondary schools, selected using simple random sampling. Simple random sampling technique was employed to allot the schools to either investigational or regulator groups. The study comprised four clusters; two investigational clusters (E1 and E2), and two regulator clusters (C1 and C2). A Chemistry Achievement Test (CAT) was administered during the pre-test and post-test in order to look into learners’ achievement in chemistry. Data obtained was analyzed by use of Statistical Package for Social Science (SPSS) version 24. For descriptive statistics, percentages, frequency distributions, mean and standard deviation were used while t-test was used for inferential statistics. The statistical significance was tested at α= 0.05. The results established that gender of learners had no significant effect on achievement in chemistry when learners are instructed using Experiential Concept Mapping teaching method. Adoption of ECM is recommended as appropriate for instructional of chemistry in secondary schools. These study results will be of great importance for reference among instructors, educational stakeholders, education policy makers, related researchers and academicians.