Published Article

ABSTRACT The study investigated gender and teaching methods as determinants of secondary school students’ performance and retention on the concept of carbohydrates in biology in Ikot Ekpene Local Government Area. The population of this study consisted of six hundred and fifty-six (656) Senior Secondary Two (SS2) Biology Students in all the seven (7) Senior Secondary Schools in the Local Government Area during 2013/2014 school year. The study adopted a quasi-experimental, employing the pre-test, post-test non-equivalent control group design. The data obtained from pre-test and retention test instruments tagged “Cognitive Ability Test and Biology Achievement Test on Carbohydrate” were analysis of covariance (ANCOVA), with pre-test as covariates while all the hypotheses were tested at.05 alpha. The instrument was vetted by expert in biology and test and measurement before the reliability test was conducted with 30 respondents. The test produced the reliability coefficient of 0.89and this proved the instrument to be reliable for the study. From the results of the data analysis, it was observed that there is no significant influence of gender on the performances of students on the concept of carbohydrate nutrients when taught with Demonstration, Computer-Assisted Instruction and Guided-Inquiry teaching approaches”. It was also observed that there is no significant influence of gender on the retention of students on the concept of carbohydrate nutrients when taught with Demonstration, Computer-Assisted Instruction and Guided-Inquiry teaching approaches”. It was concluded that gender does not affect students’ performances and retention on the concept of carbohydrate nutrients when taught with Demonstration, Computer-Assisted Instruction and Guided-Inquiry teaching approaches. One of the recommendations was that there should be provision of equal access to educational opportunities for all citizens of the country at all levels of education irrespective of sex or tribe as it will enhance teaching and learning effectively. KEYWORDS: Gender, Performance, Students, Concept of Carbohydrates, Demonstration, Computer-Assisted Instruction and Guided-Inquiry Teaching Approaches, Retention