The Differential Effects of Distance Learning and Presential Classroom Instructions on Performance of Male and Female Students of Science Education in Undergraduate Introductory Biology Course

Abstract

As COVID-19 pandemic has closed schools in most countries of the world, education systems are struggling to meet the needs of schools and keep pace with international best practices during these unprecedented times. The trauma of the pandemic crisis is having far reaching effects that will worsen long-standing gender gaps in achievements and interest in sciences in favor of males, if not tackled. Limited gains in gender equality made over decades are in danger of being lost due to COVID-19 pandemic, if education systems keep on in dormant moods as they are in many countries due to lockdown. There is an urgent need of breaking off Higher Education dormancy through Distance Learning in programs/courses implementation across the world. In this study, we explored the differential effects of Distance learning (DL) and Presential classroom instructions on achievement and interest of Science Education undergraduate students offering Basic Biology course. Quasi-experiment, pre-test post-test non-equivalent control group research design was used.150 undergraduate degree students offering SED 111 in 2019/2020 session constituted the sample. Participants were volunteers from Biology, Chemistry, Physics and Mathematics special areas. These were assigned to groups 1 and 2. Group 1 (24 males and 51 females = 75) were exposed to Distance Learning while group 2 (22 males and 53females) were exposed to Presential classroom instructions with a keen safety consciousness against Covid-19 spread. Findings showed that DL exerted a profound effect on the two dependent variables studied more than the Presential classroom instructions. Gender had no significant influence on students’ achievement and interest within DL group. Since Distance Learning has shown to be superior and indispensable for teaching and learning in a changing world, higher education stakeholders need to embrace, plan, learn, and use DL now and as post pandemic measure for curriculum implementation.