Interaction Effect of Gender, across Schooltype on Upper-Secondary Students' Development of Experimental Reasoning on Organic Qualitative Analysis

Autor/inn/en	Adu-Gyamfi, Kenneth; Anim-Eduful, Benjamin
Titel	Interaction Effect of Gender, across Schooltype on Upper-Secondary Students' Development of Experimental Reasoning on Organic Qualitative Analysis
Quelle	In: Journal of Baltic Science Education, 21 (2022) 3, S.351-356 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Adu-Gyamfi, Kenneth) ORCID (Anim-Eduful, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Gender Differences; Secondary School Students; Thinking Skills; Organic Chemistry; Institutional Characteristics; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Sekundarschüler; Denkfähigkeit; Organische Chemie; Ausland
Abstract	Chemical tests (qualitative analysis) on functional groups may improve students' understanding of basic concepts about the structure of organic compounds and their reactivity. However, upper-secondary school students have difficulties in learning organic qualitative analysis. This research has studied whether the gender of students and school-type affect development of experimental reasoning on organic qualitative analysis. From three school-types, 50.2% males and 49.8% females were sampled through a multistage sampling procedure and participated in a cross-sectional survey. Data from 263 students were collected with the aid of diagnostic test on knowledge of organic qualitative analysis. A two-way between-groups ANOVA and independentsamples t-test were used to analyse the data. It was found no interaction effect of gender and school-type on students' development of experimental reasoning on organic qualitative analysis. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01