Gender, kitchen resources and students’ academic performance and retention in thermochemistry in Cross River State, Nigeria

Abstract

The purpose of the study was to ascertain the interactive effect of gender and teaching with or without kitchen resources on the academic performance and retention of secondary school students in Chemistry in Calabar Education Zone, Cross River State, Nigeria. The sample consisted of 120 students selected by stratified random sampling method. The pretest-posttest control group quasiexperimental research design was adopted in the study. The treatment lasted for a period of six weeks. The data collected with a 60-item multiple choice achievement test instrument were analyzed using 2x2 ANCOVA. The results indicate that there is no significant difference in the academic performance and retention of male and female students taught thermochemistry with and without kitchen resources.

Keywords: Kitchen, Gender, Thermochemistry, Performance, Retention