The summary of the result presented in table 7 shows that there is no interaction between gender and teaching method on pupils’ achievement in basic science (f cal = 2 .112 and f crit. = 3.84). Although table 5 showed that male taught with experiential teaching method scored higher than males taught using the conventional method and females taught with experiential method also scored higher than those females taught with the conventional method; but interaction between male and female pupils taught with experiential method is not significant. 

This shows that experiential teaching method has relative effect on achievement of males and females and does not depend on their gender and as such, it remains an authentic teaching strategy. This finding is in line with the study carried out by Fox (1976) which showed that gender has no significant interaction effect on performances of pupils when manipulative is used in teaching. The above findings was also confirmed by Kurumeh and Achor (2008) when they stated that there is no interaction effect between gender and teaching method on pupils’ achievement in decimal fraction using the Cuisenaire Rods Approach (a participatory/interactive teaching approach).

It however contradicts the findings of Bloke and Imoko (2007) that there exists interaction effect of gender and teaching subject, when students are taught mathematics using Ethno- mathematics approach (a participatory/interactive teaching approach). The interaction effect observed could be due to the levels of subjects and the social cultural setting of the subject and study area rather than the teaching method.

            The fact that experiential teaching approach proved to be better teaching method as the group taught with the approach scored higher mean achievement could be due to the fact that pupils found the method more interesting and were motivated. This is in line with Ibe (2006) findings that male and female students taught sciences using guided and participatory teaching method have a higher mean score than those taught using conventional approach. The pupils in the treatment group might have worked collaboratively in their group. The teacher might also have told them that the performance of the entire group depends on the success of each group member. 

Therefore individualism was de-emphasized; while collaboration was emphasized. This led to group members ensuring that every member learnt irrespective of the sex of the member. This therefore eliminated gender bias which would have led to interaction of gender and the teaching method.  Experiential teaching approach de-emphasizes individualism and promotes collaboration in Teaching/learning Process.
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