Table 15: Interaction Effect of Gender on Teaching Method (MMTS)
Source Type III
Sum of Squares
Df Mean Square
F Sig. Partial Eta Squared Corrected Model 363.222a 4 90.806 .645 .632 .025 Intercept 27600.988 1 27600.988 196.047 .000 .662
Pre-Test 147.398 1 147.398 1.047 .309 .010
Method 59.204 1 59.204 .421 .018 .004
Gender 169.670 1 169.670 1.205 .275 .012
Method *Gender 3.206 1 3.206 .023 .880 .000 Error 14078.740 100 140.787
Total 464198.000 105 Corrected Total 14441.962 104
Table 15 reveals that there was no interaction between gender and teaching method (MMTS) as measured by the mean retention scores in computer studies (p > 0.05). Therefore, hypothesis 9 is up-held. This shows that the retention of students in relation to MMTS is not influenced by gender of the students.
The influence of gender on the mean retention score.
The effect of MMTS and gender interaction on the mean achievement score, the mean interest score and the mean retention score.
4.3.1 The effect of MMTS on the mean achievement score
This study revealed that mean achievement score of students taught using MMTS was significantly higher than those of the students taught using conventional lecture method (CLM). The reasons for the higher achievement by the experimental group could be that they were more actively involved in mind mapping of the concepts and principles of Computer Studies which involved drawing and painting the maps which were absent in the control group throughout their lesson periods. It could also be that the experimental group members were able to link up new concepts in Computer Studies to the relevant concepts in their mind mapping which they were familiar with. This was absent in the conventional lecture method.
In addition, it could be as a result of excitement over creating new shapes (maps) emerging on their own from each topic which was similar or nearly the same with that of their teachers. Furthermore, the mind mapping and pictorial adjunct mode presentation provided by the MMTS was completely absent in the CLM. The teacher and students participatory role in mind mapping technique is unique which made for better achievement of the MMTS group than the CLM.
This was also completely absent in CLM group. The above findings observed when mind mapping teaching strategy was used to teach one group of students
supported the findings of Ezeudu (2005) who used different structural graphic organizer concept map. The result also supported the works of Anaekwe (2007) and Entrekin (2012) that used effect of students‘ interaction patterns and found significant effect on the mean achievement score of students in their studies. The researcher therefore tenders that most teaching strategies which involve active participation of the students and encourage hands on minds on activities by the students have been found significant achievement score in their studies.
4.3.2 The Influence of gender on the mean achievement score
This study revealed that the mean achievement score of students taught using MMTS was not significantly influenced by gender. This is an indication that gender inclusive science teaching strategy (MMTS) does not influenced mean achievement score of students in their mind mapping of Computer activities. This also implies that the use of gender inclusive instructional mind mapping teaching strategy may not have influenced the gender groups positively. Generally, there are two categories of result from studies on gender influence on mean achievement score. The finding of this study did not support the first category in which there was significant gender influence on mean achievement scores (Ezeudu 2005; Ifegbo, 2005; Anaekwe 2007). Conversely, the result corroborated with the findings of the second category in which there was no significant gender influence on mean achievement scores (Okerie, 2009;
Joseph, 2009; Falade, 2012).
4.3.3 The effect of MMTS on the mean interest score
Result of this study revealed that the mean interest score of students taught using MMTS was significantly higher than mean interest score of those taught using CLM. Therefore, the use of mind mapping teaching strategy enhanced the mean interest score of students. This means that the mode of instruction has significantly affected the mean interest score of the students. The overall higher mean interest score shown by the treatment group against the control group was as a result of high level of activities and excitement over creating new shapes and structures (maps) emerging from their intellect and is similar to that of their teachers. Furthermore, the pictorial adjunct mode of presentation by the use of MMTS activities stimulated interest in the experimental group. Finally, the researcher tenders that constructive teaching strategy (MMTS) is not a gender inclusive instructional technique and involves hands on minds on activities was the main source of their interest. The finding was in agreement with Ozofor (2001) and Ezeh (2002). This finding also agreed with Ezeudu (2005), Anaekwe (2007).and Nwaigwe (2010). One can rightly say that mind mapping has the ability of arousing and sustaining interest.
4.3.4 The influence of gender on the mean interest score
This study revealed that the mean interest score of students taught was not influenced significantly by gender. This is an indication that gender had no influence on the mean interest score of students taught using MMTS. Any observed difference in mean interest score is due to chance. This finding
contradicted Nworgu (1990) and Obodo (1990) in which they reported that students‘ interest towards science was significantly dependent on gender.
However, the finding supported Anaekwe (2007) and Ifegbo (2009) that reported no significant effect of gender on students‘ development of interest in Computer studies. They also reported that female students showed equal interest with their male counterpart. Some studies on gender influence on students‘
interest in science were of the opinion that boys are more exposed to scientific activities very early in life than girls. More over they are more encouraged to enter for science related courses like engineering and technology while girls go for biology, home economics and other related domestic subjects. The result of this study has shown that giving equal science and unlimited access to education for females, they would as well develop interest in physical sciences like Computer studies. The implication is that the use of MMTS gender inclusive strategy has eliminated masculine image of science related differences in students‘ interest in favour of the girls in this study.
4.3.5 The effect of MMTS on the mean retention score
This study revealed that the mean retention score of students taught using MMTS was higher than those taught using CLM. This implies that MMTS had effectively enhanced the memory of the experimental group more than the control group as much that had caused a significant different. This higher mean retention score by the treatment group could be as a result of the MMTS was
able to have enhanced the brain cells of the experimental group.
Furthermore, the gender inclusive instructional technique of MMTS made it possible for the experimental group to obtain higher mean retention score than the control group. The finding of this study showed that there was a significant difference on the mean retention score of students taught using MMTS and those taught using CLM. The finding supported similar innovative teaching reported by Ozofor (2001) and Ezeh (2002), Ezeokoro (2005) and Ezeudu (2007). The study of science especially Computer studies is activity based. Activity based teaching technique requires that the teacher does while the students by simulation do the same over and over by themselves and learning would have taken place.
4.3.6 The influence of gender on the mean retention score
Evidence from this study revealed that the influence of gender on mean retention score of students taught using MMTS was not significant. This is an indication that students‘ gender group memory was greatly enhanced as a result of gender inclusive MMTS. Therefore gender influence on the mean retention score of students taught using MMTS was not significant. This finding supported the findings of Ezeudu (2005) and Joseph (2009) who found no significant gender influence on mean retention score in Computer studies.
4.3.7 The effect of MMTS and gender interaction on mean achievement score, mean interest score and mean retention score.
The interaction effect of treatment and gender on mean achievement score was not significant. This finding supported Ifegbo (2005) who found no significant interaction effect of gender and use of resource materials in integrated science taught. Similarly, the finding supported Ifeakor (2003) in which it was reported that the interaction effect of assessment technique and gender on mean achievement score was found not significant. Similarly, the interaction effect of treatment and gender on mean interest score was not significant. This finding also supported Anaekwe (2007) who found that the effect on students‘ interaction patterns and gender on mean interest score was not significant. More so the interaction effect of treatment and gender on mean retention score was not significant in this study. This is an indication that the interaction effect of treatment and gender on mean retention score may be present but was insignificant. This finding supported Ezeh (2002) and Ezeudu (2005).
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION