Peer Review Report For: Analysis of learners’ perception based on their gender of the influence of class participation on academic achievement [version 1; peer review: 1 approved with reservations, 1 not approved]

Résumé

Background Education is the key to stimulating the all-around development of any nation. Teachers should ensure that appropriate methods and strategies are employed to equip learners with the necessary knowledge and skills to enable them to become economically and socially innovative. Thus, teachers should endeavor to understand how different factors, both internal and external to the school, may influence the academic achievement of learners to apply appropriate interventions for the best of the learners. Aim This study aimed to examine learners’ perceptions based on their gender of the influence of class participation in physics among secondary schools in Rukungiri District, Southwestern Uganda. Methods Quantitative research with a cross-sectional design was used. The sample consisted of 355 ordinary-level secondary samples. Learners’ perceptions of class participation surveys were developed by the researchers and used to collect the data. Data were analyzed using means, standard deviations, and independent t-tests. Findings The findings revealed that Both males and females believed that improved class participation led to enhanced academic achievement. Learners’ perceptions did not vary significantly based on their gender. Recommendations The study recommends designing and implementing school-based gender-sensitive policies by relevant authorities, training teachers in interactive teaching methods, and creating initiatives to promote engaging and non-discriminatory interactive methods to positively boost learners’ class participation.

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