Evaluating the Efficacy of Hypermedia Utilization Modes on Students' Gender Gap in Biology

This article offers the account of an experiment using a pretest and posttest design of a
$3\mathrm{x}2\mathrm{x}3$
factorial matrix representing the three levels of hypermedia utilization modes: Experimental group I (individual with Hypermedia software); Experimental group II (group and Teacher with Hypermedia software); and Control. The content of instruction was structured to accommodate individual and collaborative learning. Coeducational schools were sampled and gender information was obtained to be examined as a critical factor to assess technological teaching approaches. T-test analysis was used repeatedly to pass value judgment on certain elements of students' engagement in terms of interest of students with respect to male and female students. This study reveals an empirical evidence that in a hypermedia environment, male students had different patterns of achievement than females. The hypermedia environment supported male and female students' engagement by improving the interest of male and female students taught biology with the pedagogical resources.