Assessing Gender Differences In A-Level Biology Students’ Perceptions Of Laboratory Environments In Zimbabwean Schools

Abstract

This study assessed gender differences of Zimbabwean A-level students’ perceptions about their actual and preferred biology laboratory environments in relation to cohesiveness, openness, integration between theory and laboratory work, management of laboratory work and the material environment. The Science Laboratory Environment Inventory (SLEI) was used to collect data from a total of 68 students (40 male and 28 female) attending metropolitan High Schools. Results obtained indicated that both female and male students prefer less cohesiveness than there is in current laboratory environments. Both sexes would however prefer more openness and a more conducive material environment. The situation is more pronounced for girls. Females prefer more integration and less controlled management of activities than male students.