Gender and alternative concepts in electrokinetics: from initial differences to the homogenisation of performance following instruction among students in the scientific humanities in Mbandaka (Democratic Republic of Congo)

Abstract

This study examines the influence of gender on alternative conceptions in electrokinetics and on how this change following instruction, amongst 192 pupils (111 girls, 81 boys) in the third year of the scientific stream in Mbandaka, Democratic Republic of the Congo. A pre-test/post-test design was implemented during the 2025–2026 academic year, supplemented by an in-depth qualitative analysis of reasoning profiles by gender. In the pre-test, the Mann-Whitney U test revealed a statistically significant difference in favour of girls (U = 3592; Z = -2.391; p = 0.017). In the post-test, this difference disappeared (U = 4152; Z = -0.910; p = 0.363), with the average gains for boys (+6.44 points) slightly exceeding those for girls (+6.09 points). The qualitative analysis identifies distinct styles of knowledge anchoring: material and infrastructural anchoring amongst girls, and energetic and dynamic anchoring amongst boys, accompanied by a higher initial rate of abstention amongst the latter when faced with abstraction. These results indicate that the gender differences observed stem from socio-cognitive styles rather than intrinsic abilities, and that teaching, even when delivered under constrained material conditions, serves to equalise performance. Implications for differentiated and equitable teaching practices in a sub-Saharan context are discussed.

Keywords: gender, alternative conceptions, electrokinetics, Mann-Whitney test, science education, conceptual change.

Received Date: August 17, 2026

Accepted Date: September 09, 2026

Published Date: October 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/1024