Gender Differences in the Use of Stimulated Chemistry Practicals at Secondary Level

Abstract

The focus of this investigation was to see how simulated chemistry practicals affected the performance of male and female students at secondary level. The simulations of ten (10) chemistry practicals were developed. The researcher gave an orientation of three (03) days to the students and teachers about the use of simulation to conduct the chemistry practicals. After orientation, students performed chemistry practicals in the laboratory supplemented with simulations according to the time table in ten (10) weeks. The nature of the research was experimental. The quantitative data was collected and examined. Fifty eight (28 males and 30 female) students were selected as a sample. One(1) male and one female(1) secondary school was chosen to observe the effect of simulation on the performance of male and female students in three aspects i.e. written paper, oral viva and practical manual related to chemistry practicals. At the end practical examination i.e. post-test was taken on the pattern of Peshawar Board of Intermediate and Secondary Education (PBISE). An Independent sample t- test was applied for the comparison of two groups. From the result of an independent t-test it was found that simulations and gender have no relationship. Therefore, null hypothesis was accepted on the basis of the result of an independent sample t- test. It is concluded that both male and female are equally benefited from simulated software.