Gender difference in students’ performance in chemistry–can computer simulation bridge the gap?

Background: Science educators around the world have recognised that difference in performance exists between male and female students in chemistry and there have been several efforts and interventions through research and workshops to bridge this gap. Purpose: Owing to the current growth of the effects of the use of computer simulations on students’ performance in science in the literature, this study investigated if the use of computer simulation as an intervention would enhance the performance of female students relative to males in senior school chemistry in Ado-Odo-Ota, Nigeria. Sample: A total of 83 chemistry students in senior secondary year two (SS2) comprising 51 females and 32 males participated in the study. The average age of the students was 14 years. Design and method: The research design was quasi-experimental (a pre-test post-test non-equivalent group) design. The instrument used to gather data was the electrolysis and electroplating achievement test (EEPAT) which had a reliability coefficient of 0.76. The experimental group was taught with the aid of computer simulation while the control group was taught with the traditional lecture method. The data (pre-test and post-test scores) collected were analysed using ancova since the participants were not randomly assigned to the groups. Results: The study found no statistically significant difference between the performance of the male and female students [F(1,41) = .04; p > .05]. While there was a statistically significant main effect of treatment on the students’ performance, the interaction effect of gender and treatment did not attain statistical significance. Conclusions: Hence, the study concluded that the use of computer simulation can help bridge the gap between male and female students’ performance in chemistry and overall, boost the performance of the students. Recommendations which concern the government, school owners and chemistry teachers for the implementation of the findings of this study and further research were made. © 2021 Informa UK Limited, trading as Taylor & Francis Group.