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In Brunei, more girls are enrolled at the institutions of higher education than boys. The aim of this study was to evaluate if a constructivist teaching approach, enriched with interactive whiteboard technology could empower males to minimize gender differences in achievement in Chemistry. Two groups of students were taught for six weeks: one group using the constructivist teaching approach enriched with interactive whiteboard technology and the other group using a traditional teaching approach. The results of the study demonstrated statistically significant gender differences in pre-test mean achievement scores of both the groups. There were statistically significant gender differences in post-test mean achievement scores for group taught traditionally, however, mean achievement scores of male and female students taught using constructivist approach were statistically non-significantly different. It is believed that this technique has potential to minimize gender difference in chemistry achievement. Implications of this research in Bruneian context are discussed and future research in this area is recommended. (Contains 1 figure and 6 tables.)

Publisher: International Consortium for the Advancement of Academic Publication ERIC Number: EJ959428