The summary of the result as presented in table 4 showed that the female pupils with mean of 59.03 and SD 14.42 performed slightly better than the males with a mean of 56.68 and S.D of 13.68, when experiential teaching method was used as a teaching method. This finding of this study is similar to UNICEF/UNESCO/FME (1997), findings which showed that girls scored slightly more than boys in basic science with a mean of 32.96 and S.D 18.29 against 32.73 and S.D 18.10 score of boys. This is against the general held notion that science is more suitable for males.

This is no surprising as Science Teachers Association of Nigeria STAN. (1992) has stated that females possess as much intellect and creative abilities as to participate in science and technology. However, the difference in the mean scores was not significant as was shown in table 6 (F cal = 1. 011 and F critical = 3.89). This finding is in agreement with the findings of Olaoye and Omotayo (2008) that there is no significant difference between male and female in participatory (Affective science teaching methods). This is because experiential teaching approach is a gender inclusive teaching approach, as the constitution of group members in each group in the classroom ensures equal representation of males and females. 

It is also important to note that presentation of group work in the classroom equally ensures that both male and female are given the chance to present through rotation of roles. Furthermore, the findings are in agreement with that of Shapiro, Kramer and Hunerberg (1981) who indicated that differences in males and females in science and technology may not manifest sharply with males at higher status in primary schools when appropriate teaching method is used.

These findings of the study are clear indications that the use of experiential teaching method focuses on ensuring higher achievement for both males and females. The issue of particular gender having undue advantage over the other is eliminated. All factors that will enhance both males and females learning effectively are provided. The result of this study attests to this fact. Therefore experiential teaching strategy is not gender biased. It accommodates the interest of both male and female pupils as the teaching is skewed towards them Both males and females are allowed to see, manipulate concrete object  themselves, ask each other questions and seek alternative solutions collaboratively, instead of being remote controlled by the teacher. Pupils learn faster when they are taught by their peers using their peer group language.

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