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Abstract
The study was carried out to determine the effects of process based instruction on acquisition of formal reasoning ability in male and female Subjects under study. To determine the gender related differences in acquisition of formal reasoning ability 38 Subjects randomly selected from a Secondary School in Kaduna State, Nigeria were pre-tested using Group Assessment of Logical Thinking Test (GALT), after which they were exposed to process-based instruction for six weeks. The male and female subjects’ posttest scores were compared using t-test statistics. The initial gap between the male and female subjects in formal reasoning ability was bridged in all the Schemata (conservation, control of variables, proportional reasoning, probability reasoning, and combinatorial reasoning) except in correlational reasoning. Based on the results, one of the major recommendation made was that processbased instruction should be introduced in the early years in the Secondary Schools as means to reduce if not totally eliminate the gender-related differences in reasoning ability between male and female students in secondary schools.
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