Science Teaching and Learning: Qualitative and Functional Chemistry Education, does Gender and Age Affect Academic Achievement


  • Emmanuel Uwiekadom Ejimaji Federal College of Education (Technical), Omoku, Rivers State, Nigeria
  • Clement Omanufoghor Emekene University of Port Harcourt, Port Harcourt, Nigeria


Science Teaching, Science Learning, Academic Achievement, Gender, Chemistry Education


One of the key points in Late President Yar’adua’s 7- point agenda is the accomplishment of qualitative and functional Education. This can be monitored through assessing academic achievement of students. Chemistry Education occupies a central position to all disciplines. This study examined the correlates between age and gender on academic achievement (CGPA) of Chemistry students. The study used thirty six (36) females and forty (40) males giving a total of sample seventy eight (76). Scatter – plot, mean and standard deviation were used for the descriptive statistics while univariate analysis of variance (ANOVA) and multiple regression were used for inferential statistics. T-test was used to test the null hypothesis formulated (P<0.05). Result revealed a linear relationship between, age-CGPA and gender-CGPA.A low positive correlation coefficients was obtained for ages and gender (r=0.006 and 0.105) which were not significant. The predictor variables jointly accounted for 1.1% of the variance, age was the better predictor. The null hypothesis tested was accepted implying no significant difference in academic achievements of students. It was suggested that some more variables be included so as to determine significant correlation of students’ academic achievement of Chemistry students.


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How to Cite

Ejimaji, E. U., & Emekene, C. O. (2012). Science Teaching and Learning: Qualitative and Functional Chemistry Education, does Gender and Age Affect Academic Achievement. International Journal of Physics &Amp; Chemistry Education, 4(SI), 33–39. Retrieved from