Overcoming Gender Differences in Biology Achievement through Computer-assisted Learning

Abstract

The purpose of this paper was to investigate the gender differences in Biology achievement when instructed through computer-assisted learning (CAL) among secondary schools in Mt. Elgon sub-county in Bungoma County, Kenya. The objective of the study was to find out if there was any gender difference in Biology achievement when instructed through computer-assisted learning. The hypothesis of the study was that there was no gender differences in Biology achievement between boys and girls instructed through computer assisted learning. Quasi-experimental design entailing two group control group design where the learners were exposed to a pre-test and a post-test was adopted. The study target population included all the form three students drawn from Mt. Elgon Sub-county. Purposive sampling technique was used to identify schools equipped with computers from those without. All the 6 schools equipped with computers in the sub-county participated in the study. Simple random sampling technique was used to select 280 study respondents. A computer-assisted learning achievement test (CALAT) was used to collect data from the respondents. The data was coded and analyzed by use of inferential statistics such as independent t-test samples and descriptive statistics such as means and box plot. The study found out that there was no significant difference between boys and girls in Biology achievement instructed by CAL. However, it was established that CAL improves performance of both boys and girls. The performance of girls was almost equal the boys in the post-test. The study recommended that gender digital divide be addressed in the learning Biology and that computer studies be made compulsory in schools to enable the girl acquire the skills which they could apply during the learning process.