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首页> 外文期刊>Journal of Education and Practice >A Study in Mathemagenic Activities: Gender Differences in Understanding Chemistry. Implications for Women Education
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A Study in Mathemagenic Activities: Gender Differences in Understanding Chemistry. Implications for Women Education

机译：数学活动的研究：了解化学的性别差异。对女教育的影响

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The effect of mathemagenic activities on gender groupings in learning and understanding Chemistry concepts was investigated. Three hundred and sixty (360) Senior Secondary two Chemistry Students from four co-educational institutions in Ondo North Local Government Areas of Ondo State constituted the sample. The study adopted the quasi-experimental design of the pre-test and post-test control group. Data collected were analysis using Means, Standard Deviation, and Analysis of Covariance (ANCOVA) at 0.5 level of significance. The results showed that male and female students in the experimental groups performed better than those in the control group. It was revealed that this approach does not discriminate among sexes in their effectiveness in students’ learning tasks. Finding in this study have shown that the given treatments have no bias against gender. In order words, the three treatment cues proved equally effective for both male and female students. The results of the study tend to suggest that Chemistry teachers can adopt this treatment in their classes and de-emphasize gender consideration in the learning of chemistry concepts.
机译：调查了数学造成对学习和理解化学概念的性别分组的影响。三百六十（360）位高等二次化学学生，来自四个联合教育机构的Ondo North Domenge of Ondo State的国家政府领域构成了样本。该研究采用了预测试和后检测组的准实验设计。收集的数据是使用平均值，标准偏差和协方差分析（ANCOVA）在0.5的意义上进行分析。结果表明，实验组中的男性和女学生表现优于对照组的群体。据透露，这种方法在学生的学习任务中没有歧视其效力。在本研究中发现表明，给定的治疗对性别没有偏见。为了言语，三个治疗提示对于男性和女性学生同样有效。该研究的结果倾向于表明化学教师可以在他们的课程中采用这种治疗，并在学习化学概念时取消审视性别考虑。

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