Gender Difference as a Factor in Fostering Scientific Reasoning Skill Among Students

Abstract

Knowledge can be conveyed to younger generations through education. The education system must deliver world class excellence to produce proficient learners. Through Education many skills can be cultivated to learners. One of the skills needed to be nurtured for learners is scientific reasoning skill. Scientific reasoning skill aids learners to comprehend the concept of science deeper and meaningful. Scientific reasoning skill can be developed in individuals along their age. Students’ performance in science can be elevated by fostering scientific reasoning skill among them. But does gender have any influences in developing scientific reasoning skill. This paper aims to investigate the significance of gender in scientific reasoning skill among Malaysian students in various age group. A quantitative research method has been used to explore students’ scientific reasoning skill. Students aged from eleven to sixteen involve in this study. 499 students from the district of Kluang were chosen randomly to determine the significant of gender in scientific reasoning skill. Lawson Scientific Reasoning Test was used as instrument in this study to measure students’ scientific reasoning skill. The data obtained from the respondents were analyzed using Statistical Package for Social Science (SPSS) 20.0. Analysis of t-test was used to generate the results. Based on the results it was revealed gender differences does not have any significant in scientific reasoning skill. The findings indicate that scientific reasoning skill needs to be improved in both genders. Future researches can be carried out to explore findings of this study and suggestions to improve scientific reasoning skill among Malaysian students in general regardless of gender.