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Students' gender differences and scientific inquiry competencies in technical education and training institutions.

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Title: Students' gender differences and scientific inquiry competencies in technical education and training institutions.
Authors: Kanyonga, Labani1,2 (AUTHOR) labanikanyonga@yahoo.com, Kafanabo, Eugenia J.3 (AUTHOR), Chumba, Sammy K.2 (AUTHOR), Kessio, David Kipkasi2 (AUTHOR)
Source: International Journal of Science Education. Mar2026, Vol. 48 Issue 5, p654-675. 22p.
Subject Terms: *Technical education, *Analytical skills, *Education & training services industry, *Teaching methods, Gender differences (Sociology), Quantitative research, Laboratory personnel
Geographic Terms: Tanzania
Abstract: This study examined whether students' gender differences have an impact on students' levels of scientific inquiry competencies in technical education and training institutions in Tanzania by adopting a quantitative research approach and a survey design. A proportionate stratified sampling technique was employed to obtain 337 students (160 males and 177 females) enrolled in the laboratory science and technology programme. Data were collected through the use of a scientific inquiry competencies test and analysed using the one-way Analysis of Covariance (ANCOVA) technique. The results reveal that male students significantly outperformed their female counterparts in total scientific inquiry competencies and in generating hypotheses, conducting data analysis and interpretation, and drawing scientific conclusions. Contrary, both male and female students demonstrated equal competence in formulating scientific questions and in planning and designing scientific experiments. Notably, both male and female students demonstrated lower competencies in planning and designing scientific experiments compared to other competencies. Conclusively, male students performed better in the overall scientific inquiry competencies and in generating hypotheses, data analysis and interpretation and drawing scientific conclusions compared to female students. Thus, instructors are recommended to employ gender-responsive pedagogy during laboratory activities to create and offer optimal learning environments for both male and female students. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science Education is the property of Routledge and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Students' gender differences and scientific inquiry competencies in technical education and training institutions.
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  Data: This study examined whether students' gender differences have an impact on students' levels of scientific inquiry competencies in technical education and training institutions in Tanzania by adopting a quantitative research approach and a survey design. A proportionate stratified sampling technique was employed to obtain 337 students (160 males and 177 females) enrolled in the laboratory science and technology programme. Data were collected through the use of a scientific inquiry competencies test and analysed using the one-way Analysis of Covariance (ANCOVA) technique. The results reveal that male students significantly outperformed their female counterparts in total scientific inquiry competencies and in generating hypotheses, conducting data analysis and interpretation, and drawing scientific conclusions. Contrary, both male and female students demonstrated equal competence in formulating scientific questions and in planning and designing scientific experiments. Notably, both male and female students demonstrated lower competencies in planning and designing scientific experiments compared to other competencies. Conclusively, male students performed better in the overall scientific inquiry competencies and in generating hypotheses, data analysis and interpretation and drawing scientific conclusions compared to female students. Thus, instructors are recommended to employ gender-responsive pedagogy during laboratory activities to create and offer optimal learning environments for both male and female students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Science Education is the property of Routledge and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09500693.2024.2421465
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        Text: English
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      – SubjectFull: Education & training services industry
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      – SubjectFull: Gender differences (Sociology)
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      – SubjectFull: Laboratory personnel
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      – SubjectFull: Tanzania
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              Text: Mar2026
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