THE INFLUENCE OF GENDER ON THE USE OF ANALOGY ON BIOLOGY STUDENTS' UNDERSTANDING OF THE CONCEPT OF OSMOSIS AMONG SECONDARY SCHOOL STUDENTS IN MINNA,NIGER STATE

Abstract

Result of the earlier study on" Effects of Analogy on the understanding of the concept of osmosis among secondary school students in Minna, Niger State Nigeria" indicated that the use of analogy in teaching leads to meaningful learning (Koroka & Ezenwa 2009). This paper examined the influence of gender on the use of analogy on biology students' understanding of the concept of osmosis among secondary school students in Minna, Niger State A total of 80 (40 male and 40 female) students in Senior Secondary class two (SS II) randomly selected from two secondary schools in Minna metropolis made up the sample for the study. The design for that study was a Pretest-Posttest Experimental group design. The treatment stimulus {Teaching-With-Analogy (TWA) model of Glynn, 1989}was used to teach the concept of "Osmosis" in Biology. The instrument used for data collection was a fifty-item achievement test on osmosis. It was validated and it's reliability determined as 0.91.Anlyss of the posttest results of the students (40 male and 40 female) data revealed that both male and female students taught osmosis using analogy strategy performed very well and there was no statistical significant difference between the mean scores of male and female students. Based On these findings, recommendations were made for adoption of analogy instructional method in schools.