Abstract
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. Keywords: gender and school-type, interaction effect, organic qualitative analysis, performance of students
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