

































IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH  
(ISSN 2811-2466)                                                                                      Alaba Lawrence ALADEJANA*,  

https://ijojournals.com/                                                  Volume 07 || Issue 03 || March, 2024 || 
Effects of Gender on Senior Secondary Schools Students’ Achievement through Mind Mapping-Based and Visual Imagery Strategies in Physics in Ekiti State, Nigeria 

 

Effects of Gender on Senior Secondary Schools Students’ Achievement through Mind 
Mapping-Based and Visual Imagery Strategies in Physics in Ekiti State, Nigeria 

 
Alaba Lawrence ALADEJANA 

Department of Science Education, Bamidele Olumilua University of Education, Science and Technology, 
Ikere-Ekiti,  Ekiti State, Nigeria.  

 

Abstract 
The study examined the effects of gender on senior secondary schools students’ achievement 
in physics s through mind mapping-based and visual imagery strategies in Ekiti state, 
Nigeria. This study adopted a pre-test post-test  quasi experimental control group design. The 
sample for this study consisted of one hundred and thirty three (40 males and 93 females) 
students selected from six (6) senior secondary schools across the three senatorial districts of 
the state through purposive sampling technique. Analysis of Covariance (ANCOVA) and 
Estimated Marginal Means (EMM) were used to analyze the data obtained at significant 
level of 0.05. The findings of this study revealed that there was no significant effect of gender 
on students’ achievement in physics through mind-mapping based and visual imagery 
strategies. However, further EMMs showed that male students had the higher adjusted mean 
score in their post-achievement in physics (15.161) than female students (13.294).  
 

Keywords: Gender, achievement, physics, mind mapping-based and visual imagery. 

 
Introduction 

Science, according to Britannica, (2024) is concerned with the body of knowledge 
that focus on physical world and phenomena that comprise bias-less observations and well 
organized experimentation, Categorically, science is grouped into applied and pure science, 
this pure science is made up of biology, chemistry and physics. In Nigeria, Physics is taught 
in senior secondary schools through various strategies such as mind mapping-based and 
visual imagery strategies. In executing aforementioned strategies, gender is an additional 
aspect that play significant role in academic accomplishment (Aladejana, 2024). Brain 
imaging and psycho-physiological research have shown that there is a gender difference in 
the visual cortex between male and female learners (Sabatianelli, Flaisch, Fitzsimmons & 
Lang, 2004). The discovered discrepancy has the potential to impact how physics learners 
conceptualize various concepts, which might improve their ability to solve problems and use 
their knowledge. The moderating influence of gender on academic accomplishment can 
account for the situation under investigation.  

 
Trevor, Navid & Prasanna (2020) proposed that the visual cortex is the principal 

cortical region inside the brain that is responsible for the processing, integration, and 
manipulation of visual information derived from the retinas. The posterior, or furthest, region 
of the brain contains the occipital lobe of the main cerebral cortex. Because of functional and 
structural factors, the visual cortex is divided into five distinct regions, designated as V1 
through V5. Before reaching the visual cortex from the retinas, visual information must first 
pass through the thalamus, where it forms synapses in a nucleus known as the lateral 
geniculate.  

 
 
 

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IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH  
(ISSN 2811-2466)                                                                                      Alaba Lawrence ALADEJANA*,  

https://ijojournals.com/                                                  Volume 07 || Issue 03 || March, 2024 || 
Effects of Gender on Senior Secondary Schools Students’ Achievement through Mind Mapping-Based and Visual Imagery Strategies in Physics in Ekiti State, Nigeria 

 

 
Figure 1: Parts of Brain 

 
Source: Google.com 
 
 

After leaving the lateral geniculate, the previously described data travels to the first 
region of the visual cortex, or V1. The calcarine sulcus area contains V1, also referred to as 
the primary visual cortex (Tran et al., 2019). A visual cortex is found in each hemisphere of 
the brain, and it gets information from the opposing eye. Information from the left eye is 
processed by the cortical regions of the right eye, while information from the right eye is 
processed by the cortical areas of the left eye. The reception, separation, and integration of 
visual information are the main functions of the visual cortex. After the visual cortex has 
completed processing the data, it is then sent to other areas of the brain for further 
examination and application. Because of its highly specialised function, the brain can quickly 
recognise objects and patterns without requiring a lot of conscious effort. According to 
Goodale (2011), one important benefit of this specialization is that it increases the amount of 
calculations that can be done by other brain areas. The brain areas that are being examined 
include those associated with executive function and decision-making. It is crucial to 
remember that the majority of visual processing is unconscious, which might result in 
incorrect interpretations of visual data. This is seen by how effective visual illusions may be. 
Learners' perception and comprehension of physics ideas are significantly impacted by 
gender differences in the visual brain. 

 
 
 
 
 
 
 
 
 
 
 

 

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IJO- INTERNATIONAL JOURNA

(ISSN 2811-2466)                                           

https://ijojournals.com/                
Effects of Gender on Senior Secondary Schools Students’ Achievement through Mind Mapping

 

Figure 2: Visual Cortex of Male and Female
 

Source: Google.com 
 
160 distinct pictures were examined by orientation (64 male and 
were gathered and broke down using Land's assessment sheet and Z
information found that females show more clear scattering conduct (4.49583 mean, 2.32482 
standard deviation, and 5.40481 difference) than m
deviation, and 3.92614), while females display more grounded visual aversion to the photos. 
Semela (2010) defines orientation as the organic split among males and females. Yang (2010) 
defines orientation as the social a
recognizable proof as male or female. It additionally portrays the connections that exist 
among people, as well as young males and young females, and how they are mingled. Semela 
(2010) proceeded to say that the hole in interest between sexual orientations might be 
appropriately explained by the commonness of orientation generalizations held by young 
males and young females. These thoughts affect their scholastic exhibition and SPSiP.
 
 
Literature Review 

Bello & Famakinwa (2014) stated that orientation is a significant point in science 
education, particularly given the growing accentuation on systems to expand the labor force 
for mechanical progression and increase female portrayal in science and innov
In a similar line, Samtrock (2005) accepts that orientation directs the kind of role ways of 
behaving that people are supposed to show in their thinking, activities, and feelings. Albeit a 
few countries all through the world have accomplishe
education, the objective presently can't seem to be by and large met in postnsecondary 
institutions (Agu & Omenyi, 2013; UNESCO, 2018; Oludayo et al, 2019). Orientation 
assumes a significant part in logical education
on supplementing the labor force for mechanical forward leaps and increasing the presence of 
females in science and innovation fields. Orientation bias continues to be a significant issue 

INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEA
                                                                                  Alaba Lawrence ALADEJANA*

                                                  Volume 07 || Issue 03 || March
Effects of Gender on Senior Secondary Schools Students’ Achievement through Mind Mapping-Based and Visual Imagery Strategies in Physics in Ekiti State, Nigeria

Figure 2: Visual Cortex of Male and Female 

160 distinct pictures were examined by orientation (64 male and 84 female), and information 
were gathered and broke down using Land's assessment sheet and Z-test, individually. The 
information found that females show more clear scattering conduct (4.49583 mean, 2.32482 
standard deviation, and 5.40481 difference) than males (4.90233 mean, 1.98145 standard 
deviation, and 3.92614), while females display more grounded visual aversion to the photos. 
Semela (2010) defines orientation as the organic split among males and females. Yang (2010) 
defines orientation as the social attributes and conceivable outcomes associated with one's 
recognizable proof as male or female. It additionally portrays the connections that exist 
among people, as well as young males and young females, and how they are mingled. Semela 

say that the hole in interest between sexual orientations might be 
appropriately explained by the commonness of orientation generalizations held by young 
males and young females. These thoughts affect their scholastic exhibition and SPSiP.

Famakinwa (2014) stated that orientation is a significant point in science 
education, particularly given the growing accentuation on systems to expand the labor force 
for mechanical progression and increase female portrayal in science and innov
In a similar line, Samtrock (2005) accepts that orientation directs the kind of role ways of 
behaving that people are supposed to show in their thinking, activities, and feelings. Albeit a 
few countries all through the world have accomplished orientation uniformity in rudimentary 
education, the objective presently can't seem to be by and large met in postnsecondary 

Omenyi, 2013; UNESCO, 2018; Oludayo et al, 2019). Orientation 
assumes a significant part in logical education, particularly with the increased accentuation 
on supplementing the labor force for mechanical forward leaps and increasing the presence of 
females in science and innovation fields. Orientation bias continues to be a significant issue 

AND HUMANITIES RESEARCH  
Alaba Lawrence ALADEJANA*,  

03 || March, 2024 || 
Based and Visual Imagery Strategies in Physics in Ekiti State, Nigeria 

 

84 female), and information 
test, individually. The 

information found that females show more clear scattering conduct (4.49583 mean, 2.32482 
ales (4.90233 mean, 1.98145 standard 

deviation, and 3.92614), while females display more grounded visual aversion to the photos. 
Semela (2010) defines orientation as the organic split among males and females. Yang (2010) 

ttributes and conceivable outcomes associated with one's 
recognizable proof as male or female. It additionally portrays the connections that exist 
among people, as well as young males and young females, and how they are mingled. Semela 

say that the hole in interest between sexual orientations might be 
appropriately explained by the commonness of orientation generalizations held by young 
males and young females. These thoughts affect their scholastic exhibition and SPSiP. 

Famakinwa (2014) stated that orientation is a significant point in science 
education, particularly given the growing accentuation on systems to expand the labor force 
for mechanical progression and increase female portrayal in science and innovation domains. 
In a similar line, Samtrock (2005) accepts that orientation directs the kind of role ways of 
behaving that people are supposed to show in their thinking, activities, and feelings. Albeit a 

d orientation uniformity in rudimentary 
education, the objective presently can't seem to be by and large met in postnsecondary 

Omenyi, 2013; UNESCO, 2018; Oludayo et al, 2019). Orientation 
, particularly with the increased accentuation 

on supplementing the labor force for mechanical forward leaps and increasing the presence of 
females in science and innovation fields. Orientation bias continues to be a significant issue 

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IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH  
(ISSN 2811-2466)                                                                                      Alaba Lawrence ALADEJANA*,  

https://ijojournals.com/                                                  Volume 07 || Issue 03 || March, 2024 || 
Effects of Gender on Senior Secondary Schools Students’ Achievement through Mind Mapping-Based and Visual Imagery Strategies in Physics in Ekiti State, Nigeria 

 

in Nigeria, and perhaps in Africa in general. A few scholastics accept that there are no 
orientation variations in learners' exhibition in science, while others conflict. Alokan (2010) 
found in his study that orientation (sex) and school area have no influence on scholarly 
achievement. In a similar vien, Aweriale (2008) found that orientation affects Physics 
execution when the two males and females are shown under the indistinguishable settings. 
  Egwuchukwu (2007) likewise expressed that lately, a few guardians pick vocations 
for their children to fulfill their childish self image, make up for a shortcoming they left in 
their own time, because of orientation generalizations, disregarding the youngsters' interests 
and capacities, as well as the outcomes of such a decision on children and society at large. 
According to Adeyemo (2010), female learners will generally float into or are directed 
towards female-dominated fields of study like teaching, nursing, library, workmanship, and 
secretarial studies, while shying endlessly or being deterred from fields like engineering, 
medicine, and so on. She guarantees that this prompts minimal support in sciences, 
innovation, and professional education in light of the fact that these fields are exclusively for 
males. 
 Also, according to Ajao & Aina (2005), there is a critical error between certification 
learners attending school, which prompts variations in the courses given. Female minds are 
inclined toward less economically practical courses, leaving men to seek after subjects like 
engineering, medicine, and math. Amusat & Awoyemi (2007) recommended that distinctions 
in sexual orientation influence learners' intellectual achievement in school. 
 
Research Hypotheses 
The following hypotheses were formulated and tested at 0.05 level of significance:    
Ho1: There is no significant main effect of gender on learners’ achievement in physics 

through mind mapping-based and visual imagery strategies 
Ho2:There is no significant difference in mean scores of male and female learners’ post-

achievement in physics through mind mapping-based and visual imagery strategies 
 
Research Design 
The study used a pretest-posttest conventional group quasi-experimental design.  
Selection of Participants 
The population for the study comprised all Senior Secondary Schools(SSS) II learners 
offering Physics in Ekiti state. Six SSSs were randomly selected across the three senatorial 
districts that make up the State.  
Research Instruments 
Physics Achievement Test (PAT), training manual for MMbS strategy, training manual for 
VIS strategy, Instructional Guide for the Conventional Method were the instruments used for 
this research work to obtain the data. 
Methods of Data Analysis 
Analysis of covariance (ANCOVA) and estimated marginal means(EMMs) were utilised in 
analysing the obtained data.  
 
Results and Discussion 
 
Ho1: There is no significant main effect of gender on learners’ achievement in physics 

through mind mapping-based and visual imagery strategies. 
 
 

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IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH  
(ISSN 2811-2466)                                                                                      Alaba Lawrence ALADEJANA*,  

https://ijojournals.com/                                                  Volume 07 || Issue 03 || March, 2024 || 
Effects of Gender on Senior Secondary Schools Students’ Achievement through Mind Mapping-Based and Visual Imagery Strategies in Physics in Ekiti State, Nigeria 

 

Table 1: Analysis of Covariance (ANCOVA) of Post-Achievement by Gender 

Source Type III SS df MS F Sig. 
Partial Eta 
Squared 

Corrected Model 1355.761 17 79.751 5.104 0.000 0.430 
Intercept 1832.675 1 1832.675 117.280 0.000 0.505 
Pre Achievement 106.628 1 106.628 6.824 0.010 0.056 
Treatment 485.200 2 242.600 15.525 0.000* 0.213 
Gender 10.604 1 10.604 0.679 0.412 0.006 

Error 1797.051 115 15.627    
Total 26496.000 133     
Corrected Total 3152.812 132     

R Squared = 0.43 (Adjusted R Squared = 0.35)           * denotes significant p<0.05 
 
The results shown in Table 1 showed that there was no significant main effect of gender on 
learners’ achievement in physics (F(1, 132) = 0.68; p>0.05, partial η2 = 0.01). Therefore, 
hypothesis 1 was not rejected. This means that students’ gender had no effect on their 
achievement in physics through mind mapping-based and visual imagery strategies.  
 
Ho2: There is no significant difference in mean scores of male and female learners’ post-

achievement in physics through mind mapping-based and visual imagery strategies 
 
Table 2: Estimated Marginal Means for Post achievement by Gender 
 

Gender X ̄ SD 

95% Confidence Interval 

Lower Bound Upper Bound 

Male 15.161 .811 13.555 16.767 
Female 13.294 .693 11.921 14.667 

 
Table 2 revealed that male students had higher adjusted mean score in their post-
achievement in physics (15.161)  than female learners (13.294). this means that male 
students outperformed their female counterparts  post achievement in physics through mind 
mapping-based and visual imagery strategies 
 
Discussion of Findings 

The result showed that there was no significant main effect of gender on learners’ 
achievement in physics through mind mapping-based and visual imagery strategies. This 
shows that the learners’ sex had no effect on their achievement in physics. This means that 
gender difference in the visual cortex of male  and female does not resultantly aid their 
achievement in physics. This result is in support of earlier findings of Agommuoh & Nzewi 
(2003); Arigbabu & Mji (2004); Abakpa & Iji (2011) and Ogunleye & Babajide (2011) that 
revealed that effect of gender on learners’ achievement in science and mathematics was not 
substantial. However,  the result contradicts the findings of Sabatinelli, Flaisch, 
Fitzsimmons and Lang (2004) that brain imaging and psychophysiological studies revealed 
that difference in the visual cortex of may affect visulization of various concepts in the mind 
of learners. Also, the finding is in disagreement with the findings of ; Akinsola & Awofala 
(2009); Awofala (2010) & Awofala (2011a) that showed gender’s effect on learners’ 
achievement in science was substantial with boys outperforming their girls counterparts. 

 

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IJO- INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND HUMANITIES RESEARCH  
(ISSN 2811-2466)                                                                                      Alaba Lawrence ALADEJANA*,  

https://ijojournals.com/                                                  Volume 07 || Issue 03 || March, 2024 || 
Effects of Gender on Senior Secondary Schools Students’ Achievement through Mind Mapping-Based and Visual Imagery Strategies in Physics in Ekiti State, Nigeria 

 

Conclusion 
Gender has no significant effect on senior secondary school students’ achievement in 

physics through mind mapping-based and visual imagery strategies. However, male students 
outperformed their female counterparts post achievement in physics through mind mapping-
based and visual imagery strategies. 
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