GENDER DIFFERENCES IN RELATION TO MODE OF ENTRY AND ACADEMIC ACHIEVEMENT IN CHEMISTRY EDUCATION AMONG 200 LEVEL B.SC. ED. STUDENTS OF THE UNIVERSITY OF JOS, NIGERIA
Keywords:
cademic Achievement, Chemistry Education, Gender Differences, Mode of EntryAbstract
The study investigated gender differences in relation to mode of entry and academic achievement in Chemistry among B.Sc. Ed. Students of the Department of Science and Technology Education, University of Jos, Nigeria. Ex-post facto research design was employed. A sample of 93 students were randomly selected from the population of 200-level B.Sc. Ed. Chemistry students for 2017/2018 academic session. Two hypotheses were tested at 0.05 level of significance. A proforma was used to gather the information and one-way ANOVA was used to analyse the data.
Result showed that there was no significant difference in gender differences and mode of entry in 21 core courses among the 200-level Chemistry Education students. The result from hypothesis one showed that there was a significant difference in the mean GPA of 200-level Chemistry Education students across the mode of entry in favour of Direct Entry (DE) students followed by JAMB (UTME) then Remedial (REMS). The study recommended that Chemistry/Chemistry
Education lecturers should endeavour to strive to equally train both male and female students, irrespective of their mode of entry, equally when teaching the Chemistry/Chemistry Education students.
