Impact of interactive engagement on reducing the gender gap in quantum physics learningoutcomes among senior secondary school students

In this study, the author examines the extent to which an interactive engagement approachcan reduce the gender gap in senior secondary school (SSS) (age 16–18 years)students’ learning outcomes in quantum physics. One hundred and twenty one (male = 65;female = 56) SSS 3 students participated in this study. They were randomly selected from two seniorsecondary schools from the Ibadan North Local Government Area, Oyo State, Nigeria.There were two groups: the experimental group (interactive engagement) and the controlgroup (traditional lecture method). Prior to the commencement of the experiment,students’ scores in a previous examination conducted by their schools were collected andanalysed. This was to determine the extent to which gender disparity had been narrowedafter the experiment. Three hypotheses were tested. The data collected wereanalysed using analysis of covariance (ANCOVA). The results show that, generally,the students in the interactive engagement group had higher mean scores in thequantum physics achievement test than their colleagues in the control group.Among the participants in the interactive engagement group, female students hada slightly higher mean score than their male counterparts. These results showthat with interactive engagement, gender disparity in quantum physics learningoutcomes among students can be narrowed. The author recommends that physicsteachers should adopt an interactive engagement approach in physics classes.