INTERACTION EFFECT OF GENDER, ACROSS SCHOOL-TYPE ON UPPER-SECONDARY STUDENTS’ DEVELOPMENT OF EXPERIMENTAL REASONING ON ORGANIC QUALITATIVE ANALYSIS

Chemical tests (qualitative analysis) on functional groups may improve students' understanding of basic concepts about the structure of organic compounds and their reactivity. However, upper-secondary school students have difficulties in learning organic qualitative analysis. This research has studied whether the gender of students and school-type affect development of experimental reasoning on organic qualitative analysis. From three school-types, 50.2% males and 49.8% females were sampled through a multistage sampling procedure and participated in a cross-sectional survey. Data from 263 students were collected with the aid of diagnostic test on knowledge of organic qualitative analysis. A two-way between-groups ANOVA and independent-samples t-test were used to analyse the data. It was found no interaction effect of gender and school-type on students' development of experimental reasoning on organic qualitative analysis.