Peer Instruction in Electromagnetism: The Gender Academic Performance Difference Among Pre-Service Teachers

Abstract

Fifty-two students of a college of education were sampled for this study. The sample comprises of thirty male and twenty-two female pre-service teachers. The quasi-experimental method was employed with the pretest-posttest design. Data were collected using Electromagnetism Physics Assessment (EPA). The data gathered were analyzed using Analysis of Variance (ANOVA), descriptive statistics and the independent T-test. The study provided an answer to three research questions. Finding reveals that based on the gender there was no significant difference in academic performance of the pre-service teachers who did not participate in the PI. However, there was a significant difference between male and female pre-service students who took part in the PI. The study has implications for the students teaching and learning of Physics.