International Journal of Multidisciplinary Research and Growth Evaluation

Gender Difference in Students Engagement in Technology Supported Inquiry Based Physics Learning (TSIBPL) among Secondary School Students in Kebbi State, Nigeria

Aliyu Bako¹, Nuhu Sani Jega², Shamsudeen Abdullahi³

1. ¹ Physics Department, Adamu Augie College of Education, Argungu, Kebbi State, Nigeria, Nigeria
2. ² Physics Department, Adamu Augie College of Education, Argungu, Kebbi State, Nigeria, Nigeria
3. ³ Physics Department, Adamu Augie College of Education, Argungu, Kebbi State, Nigeria, Nigeria

Abstract

Physics education in secondary schools often reflects gender disparities, with female students frequently showing lower levels of participation, confidence, and achievement. This research sets-out to investigate how male and female students engage in technology-supported inquiry based learning in physics using tools like PHET interactive simulations. The study will assess whether technology enhances engagement equally across genders physics in some selected secondary school in Kebbi State. A quasi experimental design on a sample of 120 male and female was used in the conduct of the research. The result indicated a favorable increase in participation and performance of both male and female. The study recommends the gender inclusive STEM teaching strategies and support policy decision on digital learning in Nigeria.

Keywords: Gender differencestechnology-supported inquiry-based learningphysics educationstudent engagementsecondary school students

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