Effect of Gender on Students’ Biology Achievement When Taught Using Practical Activity-Based Approach in Secondary Schools in Meru County, Kenya

This study investigated whether gender influences students’ academic achievement, science process skills, and motivation in biology when taught using practical activity-based approaches in Meru County, Kenya. A quasi-experimental, non-equivalent group design was employed, involving 171 Form Two students drawn from four County schools. Data was collected using Biology Achievement Test, Observation Checklists for Skills Acquisition, and the Biology Motivation Questionnaire. Statistical analysis using independent samples t-tests and Mann-Whitney U test revealed no significant differences between male and female students across post-test achievement, skills, and motivation. The absence of gender-based disparities suggests that practical activity-based approaches benefit learners equally, regardless of gender. These findings support inclusive curriculum reforms and teacher training initiatives that emphasize equitable, learner-centered pedagogies.

Education Methods

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