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.