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Gender as a Predictor of Students’ Performance in Physics Education Technology Simulation of Chemistry Content as Community Service in Secondary Schools

Hameed Olalekan Bolaji(1), Abiola Tawa Ahmed(2), Abdulmuhsin Ibrahim(3), Fatima Kemi Jimba-Na’Allah(4), Waheed Tunde Oyeyemi(5), Rahmat Bolatito Hassan-Ibrahim(6), Bolanle Tawakalt-Anu Abdulazeez(7), Aindeyi Luwoye(8),


(1) Al-Hikmah University
(2) Al-Hikmah University
(3) Al-Hikmah University
(4) Al-Hikmah University
(5) Al-Hikmah University
(6) Al-Hikmah University
(7) Al-Hikmah University
(8) Al-Hikmah University
Corresponding Author

Abstract


This study investigated gender as a predictor of students’ performance in Chemistry using Physics Education Technology simulations as a form of community service in secondary schools. A quasi-experimental design with pre-test, post-test, and control groups was employed, involving selected Senior Secondary Chemistry students. Participants were taught Chemistry concepts through interactive simulations, while a control group received conventional instruction. The results showed that both male and female students improved comparably in performance. This occurred because the simulations provided visual and engaging experiences that enhanced understanding of abstract concepts regardless of gender. The findings imply that technology-supported strategies can reduce persistent challenges in Chemistry education and promote inclusive opportunities. This also represents community service in education, as accessible simulations support schools with limited laboratory facilities, ensuring equitable learning experiences that strengthen student success and contribute to broader social development.

Keywords


Chemistry education; Community service; Gender; Physics Education Technology simulations; Student performance

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