Analysis of learners’ perception based on their gender of the influence of class participation on academic achievement

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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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F1000Research 2025, 14 :1352 ( https://doi.org/10.12688/f1000research.172962.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Analysis of learners’ perception based on their gender of the influence of class participation on academic achievement [version 1; peer review: 2 approved with reservations, 1 not approved] Kanyesigye Stella Teddy https://orcid.org/0000-0001-7190-1461 1 , Tibayeita Stella 2 , Mubehamwe Janan 1 , Ainesaasi Douglas 3 , Businge Paul Jim 3 , Kirabo Paula 2 Kanyesigye Stella Teddy https://orcid.org/0000-0001-7190-1461 1 , Tibayeita Stella 2 , [...] Mubehamwe Janan 1 , Ainesaasi Douglas 3 , Businge Paul Jim 3 , Kirabo Paula 2 PUBLISHED 03 Dec 2025 Author details Author details 1 Education, Valley University of Science and Technology, Bushenyi, Uganda 2 Maryhill High School, Mbarara, Uganda 3 Education, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda Kanyesigye Stella Teddy Roles: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Project Administration, Resources, Software, Validation, Visualization, Writing – Original Draft Preparation, Writing – Review & Editing Tibayeita Stella Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Resources, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Mubehamwe Janan Roles: Conceptualization, Investigation, Methodology, Project Administration, Resources, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Ainesaasi Douglas Roles: Conceptualization, Investigation, Methodology, Project Administration, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Businge Paul Jim Roles: Conceptualization, Formal Analysis, Investigation, Project Administration, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Kirabo Paula Roles: Conceptualization, Data Curation, Project Administration, Validation, Writing – Original Draft Preparation, Writing – Review & Editing OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract 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. READ ALL READ LESS Keywords Gender, perception, class participation, academic achievement, learners Corresponding Author(s) Kanyesigye Stella Teddy ( [email protected] ) Close Corresponding author: Kanyesigye Stella Teddy Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2025 Stella Teddy K et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Stella Teddy K, Stella T, Janan M et al. Analysis of learners’ perception based on their gender of the influence of class participation on academic achievement [version 1; peer review: 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1352 ( https://doi.org/10.12688/f1000research.172962.1 ) First published: 03 Dec 2025, 14 :1352 ( https://doi.org/10.12688/f1000research.172962.1 ) Latest published: 03 Dec 2025, 14 :1352 ( https://doi.org/10.12688/f1000research.172962.1 ) Background of the study Education is a key element in stimulating the socio-economic development of a nation as a whole and individuals in particular ( Alice et al., 2021 ). As such, access to education has become a fundamental aspect of a citizen’s life, and society inevitably depends on an educated workforce for economic growth ( Menon et al., 2018 ). The 21 th century witnessed the rise of the Information Age, with technology revolutionizing education. The advent of the internet and digital tools has opened new frontiers in education, enabling remote learning, instant access to information, and global connectivity. The Information Age has democratized education, making it accessible to a global audience. It has also challenged traditional educational models, fostering lifelong learning and adaptability, which are essential in our fast-paced world ( Kanyesigye et al., 2022b ). Globally, academic achievement in terms of grades obtained at different levels of education accompanied by one’s ability to quickly solve societal challenges among other 12st centuries skills are some of the major factors considered by employers while hiring employees in the workforce ( Kanyesigye et al., 2023 ). In Kenya, Andiema (2016) conducted a study examining the effect of child-centered methods on the teaching and learning of science activities in Pre-Schools in Kenya in relation to which factors may influence school achievement at different points in time and over time and identified major factors, amongst others: learners’ gender and learners’ class participation. Learners, regardless of their gender, need to be actively involved in the learning process to develop all the required skills that are beneficial not only to their survival as individuals but to the whole nation, as emphasized by ( Ukobizaba et al., 2019 ). To produce a well-knowledgeable and skilled graduate, Uganda as a county in 2019, along with other countries through the Ministry of Education (MoE) together with the National Curriculum Development Centre (NCDC), adopted a Competence-Based Curriculum (CBC) and made it compulsory for all secondary schools ( Kanyesigye et al., 2023 ). The implementation of CBC in Ugandan schools has not only been done at an ordinary level, but also at an advanced level of secondary education. Problem statement Despite the government’s commitment to providing high-quality education by providing resources and monitoring teaching and learning, learners’ academic achievement remains a challenge in secondary schools in Rukungiri District, Uganda. Learners have consistently experienced observable declines in academic achievement in the last ten years, which poses a serious threat to the socioeconomic development of the country at large ( Uganda National Examination Board, 2024 ). Moreover, since the implementation of a CBC requires grouping learners and each group is required to have a chairperson and secretary for every lesson, it was observed in previous research that in most lessons where learners are required to present their findings, the presenters are mostly males in the case of mixed schools where males and females study together ( Teddy et al., 2022 ). Additionally, previous researchers who have conducted quasi-experimental studies that are based on CBC also found that, usually on classroom tests, males perform better than females ( Uwamahoro et al., 2021 ). Aim of the study To identify possible ways of having all learners, despite their gender, acquire the necessary knowledge and skills to solve everyday problems, this study aimed to examine learners’ perceptions based on the gender of the influence of class participation in physics among secondary schools in Rukungiri District, Southwestern Uganda. Methods This study was conducted among secondary schools in Rukungiri District, Southwestern Uganda. This study used quantitative research methods and a cross-sectional design. The target population consisted of physics learners at an advanced level of secondary education. A learner’s perception survey about the influence of class participation on academic achievement was self-constructed based on the purpose of the study and used to collect data from a sample size of 355 participants who were randomly selected to avoid bias. The items of this survey were obtained by extracting and modifying items from Kanyesigye et al. (2022) . The items were then discussed by three research experts from related fields. The Content Validity Index (CVI) was computed by taking the ratio of the number of items indicated as valid by all experts (n = 8) to the total number of items in the instrument (N = 10), which was obtained as 0.8, indicating that the instrument was valid according to Cohen (1988) . In addition, after conducting a pilot study on 20 respondents, Cronbach’s alpha coefficient was computed using the Statistical Package for Social Sciences (IBM SPSS), giving a value of 0.78, rendering the instrument reliable, measured against the minimum value of 0.7, as documented in Creswell (2014) . After validation of the instrument, a research ethics clearance was obtained from the Valley University of Science and Technology (VUST) Research Ethics Committee under protocol number VUST-2025-081. This ethical clearance was then presented to the District Education Officer (DEO) of Rukungiri District and to the head teachers of the participating schools for permission to interact and collect data from participants. Upon meeting the participants, the researchers assured them of anonymity, confidentiality of their personal identifications, and information provided, and that they could withdraw their participation at any time they felt like without any penalty. The purpose of the study was explained to all participants at all stages. Apart from giving two (02) ball pens to each participant, there was no other form of renumeration given. Before collecting data, written informed consent was obtained from the selected participants, who were required to be at least 18 years old. Thus, the study excluded all those below 18 years of age at the time of seeking their written consent. After data were collected, they were organized into tables and graphs, and analyzed using both descriptive statistics (means and standard deviation) and inferential statistics (independent samples t-test) to better understand how learners’ perception of the influence of class participation on academic achievement is based on their gender in secondary schools in Rukungiri District, southwestern Uganda. Presentation and analysis of the study findings A summary of the findings based on the means and standard deviations and grouped according to gender was generated to understand the general perception of the learners concerning class participation, and academic achievement is in form of descriptive statistics as presented in Table 1 . Table 1. Descriptive statics of leaners’ mean responses per item. No. Item Males (N = 135) Females (N = 198) Mean Std. Deviation Mean Std. Deviation 1 Learners who regularly participate in class tend to get higher grades than those who do not 3.52 0.984 3.59 1.032 2 Class participation encourages me to stay engaged and focused on my studies 3.89 0.769 4.08 0.637 3 I feel that class participation helps me stay motivated to do well in school 3.88 0.324 3.83 0.792 4 Learners who actively participate in class discussions are usually more prepared for exams and assignments 3.87 0.78 3.99 0.709 5 I feel that learners who are more involved in classroom activities tend to do better academically 3.77 1.184 3.85 1.06 6 The more I participate in class, the more confident I feel about my academic achievement 3.76 1.307 4.01 0.574 7 I believe that asking questions in class helps improve my understanding of the subject and boosts my grades 3.87 1.274 4.25 0.591 8 I find that the more I contribute to class, the more I improve my grades and overall academic achievement 4.01 0.855 3.91 0.635 9 Learners who engage in group activities or discussions in class perform better academically than those who do not 4.15 1.249 4.41 0.761 10 I believe that actively participating in class helps me perform better academically 4.14 0.916 4.09 0.643 Average 3.89 0.964 4.001 0.743 According to the findings of the study based on descriptive statistics ( Table 1 ), males had an average mean of 3.886 with an average standard deviation of 0.9642, while females had an average mean of 4.001 with an average standard deviation of 0.7434. These findings indicate that most strongly agree (average above four) and most males agree (average above three) that increased class participation leads to enhanced academic achievement. To better understand the trends in the above findings, a graph was generated ( Figure 1 ). Figure 1. This figure is a graphical representation of the mean responses of learners for both males and females. The horizontal axis contained the items asked while the vertical axis represented the mean response of per item for all learners. The blue (lower) curve represents mean responses of males and the grey (upper) curve represented mean responses of females. Much as both curves are around the mean value of 4.0 (meaning that al learners agreed that gender affects class participation), females agreed more than males indicated by the curve of females being above that of males. According to Figure 1 , there is a slight variation in the responses of males and females concerning their views on the influence of class participation on academic achievement. Both genders agreed that active class participation booted academic achievement, with the graph of females being slightly above 4 and the curve of males being slightly below 4. To determine the level of variation between males and females concerning the influence of class participation on academic achievement, an independent sample t-test was run using learners’ gender as the grouping factor, as presented in Table 2 . Table 2. Independent t-test of effect of learners’ gender on class participation. Item Levene’s test for equality of variances t-test for equality of means F p t df p (2-tailed) 1 Equal variances assumed 1.401 0.237 -0.64 331 0.522 2 Equal variances assumed 0.000 0.995 -2.414 331 0.016 3 Equal variances assumed 53.301 0.010 0.669 331 0.504 4 Equal variances assumed 8.477 0.004 -1.556 331 0.121 5 Equal variances assumed 1.748 0.187 -0.629 331 0.530 6 Equal variances assumed 119.048 0.009 -2.372 331 0.018 7 Equal variances assumed 44.524 0.000 -3.667 331 0.000 8 Equal variances assumed 0.491 0.484 1.232 331 0.219 9 Equal variances assumed 6.352 0.012 -2.412 331 0.016 10 Equal variances assumed 9.860 0.021 0.642 331 0.521 Average 0.196 -1.115 331 0.247 Levene’s test was conducted on each item to test for equality of variance in the responses between males and females. A p-value of less than 0.05 (average p = 0.196) for the Leven’s test indicated that there was a statistically non-significant variation between the responses of males and females. The t-test for Equality of Means between the responses of males and females also showed a statistically non-significant difference (average p = 0.247), indicating that both males and females have similar perceptions of how class participation affects their academic achievement. The study findings revealed that learners’ perceptions of how class participation relates to academic achievement were not influenced by gender. Discussion of study findings Supporting literature, especially studies related to active learning instruments, indicates that active participation of learners in class, irrespective of their gender, positively influences their academic achievement. For example, in item 4 ( Tables 1 and 2 ), both genders perceived that learners who actively participated in class discussions were usually more prepared for exams and assignments (mean of males = 3.87, mean of females = 3.99, p = 0.121). Both males and females believe that when they actively participate in learning, they are exposed to various ways of solving problems, and as such, they gain confidence and become more ready to perform their examination ( Alarbi et al., 2024 ). Similarly, Kerkhoven et al. (2016) found a non-significant difference in the number of males and females involved in performing science activities. This result indicates that both males and females achieve equally if exposed to similar instructional methods that do not segregate learners, as was also discovered by Kanyesigye ( Kanyesigye et al., 2022 ) about the effect of problem-based learning on students’ attitudes towards learning physics: a cohort study. Similarly, the responses to item 5 ( Table 1 ), both males (mean = 3.77) and females (mean = 3.85), pointed out that respondents believed that learners who are more involved in classroom activities tend to do better academically. The difference in their responses was statistically non-significant (p = 0.530), as shown in Table 2 . This finding agreed with Kanyesigye et al. (2023) where in their experiment study using problem-based learning instruction as the intervention, found out that the difference in the academic achievement between males and females in the post test was statistically non-significant (p > 0.05). This implies that exposing learners to similar learning conditions influenced them equally, irrespective of their gender. Findings of the study by De Witte and Rogge (2012) about “Problem-based learning in secondary education: evaluation by an experiment” established that in the experiment group where both males and females studied together, all learners had improved results in the experiment with a non-significant difference based on their gender (p = 0.1385). This result conforms with the findings of this study, in which all learners agreed (average of males = 4.01, average of females = 3.91) to Item 8 that the more they contributed in class, the more they improved their grades and overall academic achievement. In another study, Kanyesigye et al. ( Kanyesigye et al., 2022a ) analyzed data to determine whether there was a difference in the academic achievement of males and females after exposing them to similar learning conditions; the level of significance in their difference in achievement was obtained as p = 0.539, indicating a statistically non-significant difference. This finding informs the study that learners possess similar abilities and that teachers should equally help them perform better. These findings generally suggest that all learners believe that education is an important component of their lives irrespective of their biological makeup, and that if they become more engaged and participate in class, it could enable them to achieve good academic grades. Conclusion Based on the study findings in Tables 1 and 2 and Figure 1 , it was concluded that learners’ active participation in class most likely enhanced their academic achievement. Additionally, both males and females had similar perceptions of how class participation influences academic achievement. Thus, the findings of this study indicate that learners’ gender does not significantly affect their perceptions of the influence of class participation on academic achievement. Recommendations The study recommended 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 boost learners’ class participation positively. Data availability Data for this study is freely available. Mendeley. Effect of Learners’ Gender on Class Participation. https://doi.org/10.17632/87d4ysm6wv.1 ( Kanyesigye, 2025b ). Underlying data Mendeley data: Effect of Learners’ Gender on Class Participation. Doi: 10.17632/87d4ysm6wv.1 ( Kanyesigye, 2025b ). This project contains the following underlying data: • Raw data of effect of learners’ sex on class participation.xlsx Extended data Mendeley data: Consent form and questionnaire for effect of learners’ sex on class participation. Effect of Learners sex on class participation Consent Form. Doi: 10.17632/thghkfkywj.1 ( Kanyesigye, 2025a ). This project contains the following extended data: • Effect of Learners sex on class participation Consent Form-1.docx • Effect of Learners sex on class participation questionnaire-1.docx Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0). References Alarbi K, Mohanad H, Hassan T, et al. : Making a revolution in physics learning in high schools with ChatGPT: A case study in UAE. EURASIA Journal of Mathematics, Science and Technology Education. 2024; 20 (9): em2499. Publisher Full Text Alice N, Zhu C, Justus M, et al. : Assessing higher education institutional stakeholders’ perceptions and needs for community engagement: An empirical evidence from Uganda. Heliyon. 2021; 7 (February): e06612. PubMed Abstract | Publisher Full Text | Free Full Text Andiema NC: Effect of Child Centred Methods on Teaching and Learning of Science Activities in Pre-Schools in Kenya. J. Educ. Pract. 2016; 7 (27): 1–9. ISSN 2222-1735 (Paper) ISSN 2222-288X (Online). Cohen J: Statistical Power Analysis for the Behavioral Sciences. 2nd edLawrence Erlbaum Associates, Publishers; 1988. Reference Source Creswell JW: Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th ed. SAGE Publications, Inc.; 2014. ISBN-10:14522. Reference Source De Witte K, Rogge N: Problem-based learning in secondary education: evaluation by an experiment. Educ. Econ. 2012; 24 (1): 58–82. Publisher Full Text Kanyesigye S: Mendeley data: Consent form and questionnaire for effect of learners’ sex on class participation. Effect of Learners sex on class participation Consent Form.2025a. Publisher Full Text Kanyesigye S: Effect of Learner’s gender on class participation. Mendeley data. 2025b. Publisher Full Text Kanyesigye ST, Uwamahoro J, Kemeza I: Difficulties in understanding mechanical waves: Remediated by problem-based instruction. Physical Review Physics Education Research. 2022a; 18 . Publisher Full Text Kanyesigye ST, Uwamahoro J, Kemeza I: The Effect of Professional Training on In-service Secondary School Physics’ Teachers’ Motivation to Use Problem-Based Learning. International Journal of Learning, Teaching and Educational Research. 2022b; 21 (8): 271–287. Publisher Full Text Kanyesigye ST, Uwamahoro J, Kemeza I: The Impact of Problem - Based Learning on Students’ Achievement in Mechanical Waves in Secondary Schools. Res. Sci. Educ. 2023; 53 : 1013–1033. Publisher Full Text Kanyesigye S, Uwamahoro J, Kemeza I: Effect of problem-based learning on students’ attitude towards learning physics: a cohort study. F1000Res. 2022; 11 : 1240. PubMed Abstract | Publisher Full Text | Free Full Text Kerkhoven AH, Russo P, Land-zandstra AM, et al. : Gender Stereotypes in Science Education Resources: A Visual Content Analysis. PLoS ONE. 2016; 11 : e0165037–e0165013. PubMed Abstract | Publisher Full Text | Free Full Text Menon ME, Argyropoulou E, Stylianou.: Managing the link between higher education and the labour market: Perceptions of graduates in Greece and Cyprus. Tert. Educ. Manag. 2018; 1–13. Publisher Full Text Teddy S, Uwamahoro J, Kemeza I: Data collected to measure the impact of problem-based learning and document physics classroom practices among Ugandan secondary schools. Data Brief. 2022; 44 : 108534. PubMed Abstract | Publisher Full Text | Free Full Text Uganda National Examination Board, U: Uganda Advanced Certificate of Education Candidates’ report 2023.2024. Reference Source Ukobizaba F, Ndihokubwayo K, Mukuka A, et al. : Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools. African Journal of Educational Studies in Mathematics and Sciences. 2019; 15 (2): 93–106. 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Publisher Full Text Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 03 Dec 2025 ADD YOUR COMMENT Comment Author details Author details 1 Education, Valley University of Science and Technology, Bushenyi, Uganda 2 Maryhill High School, Mbarara, Uganda 3 Education, Kampala International University - Western Campus, Bushenyi, Western Region, Uganda Kanyesigye Stella Teddy Roles: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Project Administration, Resources, Software, Validation, Visualization, Writing – Original Draft Preparation, Writing – Review & Editing Tibayeita Stella Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Resources, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Mubehamwe Janan Roles: Conceptualization, Investigation, Methodology, Project Administration, Resources, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Ainesaasi Douglas Roles: Conceptualization, Investigation, Methodology, Project Administration, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Businge Paul Jim Roles: Conceptualization, Formal Analysis, Investigation, Project Administration, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Kirabo Paula Roles: Conceptualization, Data Curation, Project Administration, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (1) version 1 Published: 03 Dec 2025, 14:1352 https://doi.org/10.12688/f1000research.172962.1 Copyright © 2025 Stella Teddy K et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Stella Teddy K, Stella T, Janan M et al. Analysis of learners’ perception based on their gender of the influence of class participation on academic achievement [version 1; peer review: 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1352 ( https://doi.org/10.12688/f1000research.172962.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 03 Dec 2025 Views 0 Cite How to cite this report: Owino OR. Reviewer Report For: Analysis of learners’ perception based on their gender of the influence of class participation on academic achievement [version 1; peer review: 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1352 ( https://doi.org/10.5256/f1000research.190732.r438677 ) The direct URL for this report is: https://f1000research.com/articles/14-1352/v1#referee-response-438677 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 06 Jan 2026 Ongowo Richard Owino , Rongo University College, Rongo, Migori County, Kenya; Maseno University School of Education (Ringgold ID: 247543), Maseno, Kisumu Country, Kenya Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.190732.r438677 I have gone through the manuscript and therefore make the following observations. 1.The paper requires thorough revision to deal with language issues that may improve comprehensibility. 2. The title of the paper could be made simple to understand ... Continue reading READ ALL I have gone through the manuscript and therefore make the following observations. 1.The paper requires thorough revision to deal with language issues that may improve comprehensibility. 2. The title of the paper could be made simple to understand in this way: Classroom participation and achievement: Influence of gender. 3. The background of the study is too lean and not focused on the issues under investigation. 4. The problem statement does not bring out the problem clearly and in a simple manner. 5. Instead of having ' aims of the study', the researchers could have an 'objective' which is specific. 6. On methodology, the researchers claim to have got their sample from a population. However, the population from which the sample was drawn is not mentioned. with this, it is not possible to know the percentage which the sample represents. Still on methodology, the researchers claim to have used cross-sectional survey design. However, the cross-section is not described in terms of their characteristics. For instance, it would be useful to the readers to know the various grades to which the respondents belonged to. Since this was a gendered study from the outset, it would be important to know how many males and females participated. This should be stated in the abstract. 7. On data analysis, the researchers set out to find out gender differences in every item. They have done this descriptively, proceeded to do the same inferentially. However, they should have done an item by item analysis in terms of gender and proceeded to do the same in the discussion of findings. In so doing, the effect of gender in one item is masked by the others. 8. The discussion of findings is narrow in scope. It is all 'agreements' or 'confirmations' . Is it true that there are no contrary findings? In discussion of findings, it is a common practice to give possible reasons for the findings (in this case non-significant differences). Why were there non-significant differences despite previous studies showing differences in class participation? 9. There is an over-reliance on self-citation at a time when there is a plethora of literature on almost any subject. This does not objectify the study. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Pedagogy, Classroom research I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Owino OR. Reviewer Report For: Analysis of learners’ perception based on their gender of the influence of class participation on academic achievement [version 1; peer review: 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1352 ( https://doi.org/10.5256/f1000research.190732.r438677 ) The direct URL for this report is: https://f1000research.com/articles/14-1352/v1#referee-response-438677 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Rukundo A. Reviewer Report For: Analysis of learners’ perception based on their gender of the influence of class participation on academic achievement [version 1; peer review: 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1352 ( https://doi.org/10.5256/f1000research.190732.r438681 ) The direct URL for this report is: https://f1000research.com/articles/14-1352/v1#referee-response-438681 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 02 Jan 2026 Aloysius Rukundo , Mbarara University of Science and Technology, uganda, Uganda Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.190732.r438681 Review of Manuscript Analysis of learners’ perception based on their gender of the influence of class participation on academic achievement The paper highlights pertinent matters concerning gender and classroom dynamics as powerful forces that underlie academic ... Continue reading READ ALL Review of Manuscript Analysis of learners’ perception based on their gender of the influence of class participation on academic achievement The paper highlights pertinent matters concerning gender and classroom dynamics as powerful forces that underlie academic achievement. Gender in the classroom is an often-neglected area, despite its latent influence on learning and on the psychology of learners. I believe the authors were visionary in choosing such a field of study. Further, the manuscript content seems to represent relative rigour in the execution of the study. However, some concerns arise, which I think could help to improve the quality of the work if attended to. The authors are advised to attend to the language issues in the abstract, especially in the methodology section. Further, I felt that the abstract needed to include key conclusions drawn from the major findings. The body of the manuscript is characterised by long and meandering sentences, making the ideas therein hard to comprehend. The first and second sentences of paragraph 2 and the first sentence of paragraph 3 of the Background are unclear, for example. The study's aim at present is not visible in the Background. Moreover, the Background needs to flow and to “tell the story” of the gap being addressed in the manuscript. Moreover, it could consider more key studies from which we can deduce such a gap. The rate of self-citation seems to be above the acceptable standards. In a discipline like education, where past studies are abundant, there should be no reason for self-citation of over 20%. The problem statement at present does not indicate the magnitude/severity of the problem or the issue being addressed. Further, it does not forecast the likely consequence(s) if the current problem is not addressed/persists. The study's aim appears unclear to me: is it a gender analysis of learners’ perceptions of participation in class or on academic achievement? In any case, I thought it made more sense if the Background, problem and study aim were combined into a single, introductory narrative. The methods describe extracting and modifying items from Kanyesigye and others (2022). However, a detailed explanation is necessary, of the kind of modifications that were made – e.g., which items were modified and what was the outcome of the modification process? Why were those particular items modified? How were the items modified? How trustworthy is the CVI method in determining the validity of the modified items, and why didn’t the authors use more robust means of determining validity, such as factorial analysis? The validity and reliability values indicated in the text seem to suggest the survey used a single scale/tool to collect data on both variables – class participation and academic achievement. The authors need to declare and justify their decision if that is the case. Please mention the version of SPSS used to manage and process the study data. In the statement above, Table 2: “Levene’s test was conducted on each item to test for equality of variance in the responses between males and females. A p-value of less than 0.05 (average p = 0.196) for the Levene’s test indicated that there was a statistically non-significant…” The narrative is not quite clear to me. It seems the author meant “A p-value of more than .05…”? On the same note and in reference to Table 2, it seems most items (6/10) of the scale failed the homogeneity of variances test. With that in mind, I think for more accuracy and a defensible conclusion, it would have been more appropriate to interpret the results item-by-item, using the “equal variances not assumed” for the items that did not meet the Levene’s test criteria. Possibly, using a single/general t-test might have masked item-level differences, especially where variance assumptions were violated. The Discussion section needs a logical beginning, e.g., a recap of the study aim and key findings, etc. Diving suddenly into the discussion disrupts the flow of the paper. Moreover, I think the discussion section at the moment is underdeveloped. The discussion is not only about comparison with conforming literature, but also about developing a contrast with previous studies that speak otherwise, as well. The conclusion statement could speak more to include summaries of the problem that was addressed, how the key findings addressed it, implications (s) - how the study findings may potentially influence policy and practice, inherent limitations, and suggestions for future work. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Educational Psychology I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Rukundo A. Reviewer Report For: Analysis of learners’ perception based on their gender of the influence of class participation on academic achievement [version 1; peer review: 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1352 ( https://doi.org/10.5256/f1000research.190732.r438681 ) The direct URL for this report is: https://f1000research.com/articles/14-1352/v1#referee-response-438681 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Fadillah MA. Reviewer Report For: Analysis of learners’ perception based on their gender of the influence of class participation on academic achievement [version 1; peer review: 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1352 ( https://doi.org/10.5256/f1000research.190732.r438683 ) The direct URL for this report is: https://f1000research.com/articles/14-1352/v1#referee-response-438683 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 31 Dec 2025 Muhammad Aizri Fadillah , Universitas Negeri Padang, Padang, West Sumatra, Indonesia Not Approved VIEWS 0 https://doi.org/10.5256/f1000research.190732.r438683 I have several comments regarding the conceptual, methodological, and argumentative aspects of this manuscript. 1. Conceptually, the manuscript conflates perception, participation, and achievement without adequately theorizing their relationships. Although the title and aim emphasize “learners’ perceptions … ... Continue reading READ ALL I have several comments regarding the conceptual, methodological, and argumentative aspects of this manuscript. 1. Conceptually, the manuscript conflates perception, participation, and achievement without adequately theorizing their relationships. Although the title and aim emphasize “learners’ perceptions … of the influence of class participation on academic achievement,” the study never operationalizes academic achievement beyond respondents’ subjective beliefs. Throughout the paper, statements such as “improved class participation led to enhanced academic achievement” and “active class participation boosted academic achievement” are presented as if they were empirical outcomes, even though no achievement data are analyzed. This slippage between perceived influence and actual influence is not acknowledged or problematized, resulting in conclusions that overreach the study’s conceptual scope. Moreover, gender is treated as a purely descriptive grouping variable, without engagement with gender theory, sociocultural explanations, or prior debates that would justify why perceptual differences should meaningfully matter in this context. 2. Methodologically, there are notable inconsistencies and ambiguities that undermine rigor. The manuscript alternately describes the sample as “ordinary-level secondary samples” in the abstract and “physics learners at an advanced level of secondary education” in the methods section, creating uncertainty about the actual population studied. Similarly, the exclusion of learners below 18 years old is mentioned without discussing its implications for representativeness, particularly in secondary education contexts where many learners are minors. The use of a self-constructed questionnaire is justified primarily through expert judgment and a Content Validity Index calculation, yet the description of this process is internally inconsistent, for example stating that validity was judged by “three research experts” but later referring to “all experts (n = 8).” These discrepancies raise questions about the transparency and reliability of the instrument development process. 3. The statistical reasoning and interpretation of results are also problematic. The manuscript repeatedly reports “average p-values” for Levene’s tests and t-tests (e.g., “average p = 0.196” and “average p = 0.247”), a practice that has no clear statistical justification and obscures item-level variation. This is particularly concerning given that several individual items show statistically significant differences (e.g., items 2, 6, 7, and 9), yet the discussion dismisses these differences by appealing to non-significant averages. The argument that gender does not influence perceptions is therefore asserted rather than demonstrated through a coherent analytic logic. In addition, the paper treats Likert-scale means as if they directly reflect agreement thresholds (e.g., “average above four” meaning “strongly agree”) without addressing the ordinal nature of the data or the interpretive limitations of such cutoffs. 4. Argumentatively, the discussion relies heavily on confirmatory citation rather than analytical engagement with the study’s own findings. Much of the discussion section reiterates numerical results and aligns them with prior studies that also report non-significant gender differences, often from experimental or quasi-experimental designs that are not conceptually comparable to a perception-based cross-sectional survey. Claims such as “this implies that exposing learners to similar learning conditions influenced them equally” are not warranted by perception data alone, yet they are presented as logical implications. The manuscript also contains internal contradictions, for instance when Figure 1 is described as showing that “all learners agreed that gender affects class participation,” which conflicts with the stated conclusion that gender does not significantly affect perceptions. These inconsistencies weaken the persuasiveness of the argument and suggest insufficient critical scrutiny of the results. 5. Finally, the recommendations are weakly grounded in the evidence presented. While the paper calls for “gender-sensitive policies” and “training teachers in interactive teaching methods,” these prescriptions are not clearly derived from the study’s central finding of largely similar perceptions across gender. The logical bridge between finding no substantial gender differences in perceptions and advocating gender-specific policy interventions is not articulated, leaving the recommendations appearing generic rather than analytically justified. This further reflects a broader issue in the manuscript: the tendency to move from modest, perception-based findings to broad educational claims without sufficient argumentative support. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? No Competing Interests: No competing interests were disclosed. Reviewer Expertise: Physics Education; Science Education; Educational Technology; Technology-Enhanced Learning; Inquiry-Based Learning; Learning Analytics and Educational Data Analysis I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Fadillah MA. Reviewer Report For: Analysis of learners’ perception based on their gender of the influence of class participation on academic achievement [version 1; peer review: 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1352 ( https://doi.org/10.5256/f1000research.190732.r438683 ) The direct URL for this report is: https://f1000research.com/articles/14-1352/v1#referee-response-438683 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 03 Dec 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 3 Version 1 03 Dec 25 read read read Muhammad Aizri Fadillah , Universitas Negeri Padang, Padang, Indonesia Aloysius Rukundo , Mbarara University of Science and Technology, uganda, Uganda Ongowo Richard Owino , Rongo University College, Rongo, Kenya; Maseno University School of Education (Ringgold ID: 247543), Maseno, Kenya Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Owino O. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 06 Jan 2026 | for Version 1 Ongowo Richard Owino , Rongo University College, Rongo, Migori County, Kenya; Maseno University School of Education (Ringgold ID: 247543), Maseno, Kisumu Country, Kenya 0 Views copyright © 2026 Owino O. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions I have gone through the manuscript and therefore make the following observations. 1.The paper requires thorough revision to deal with language issues that may improve comprehensibility. 2. The title of the paper could be made simple to understand in this way: Classroom participation and achievement: Influence of gender. 3. The background of the study is too lean and not focused on the issues under investigation. 4. The problem statement does not bring out the problem clearly and in a simple manner. 5. Instead of having ' aims of the study', the researchers could have an 'objective' which is specific. 6. On methodology, the researchers claim to have got their sample from a population. However, the population from which the sample was drawn is not mentioned. with this, it is not possible to know the percentage which the sample represents. Still on methodology, the researchers claim to have used cross-sectional survey design. However, the cross-section is not described in terms of their characteristics. For instance, it would be useful to the readers to know the various grades to which the respondents belonged to. Since this was a gendered study from the outset, it would be important to know how many males and females participated. This should be stated in the abstract. 7. On data analysis, the researchers set out to find out gender differences in every item. They have done this descriptively, proceeded to do the same inferentially. However, they should have done an item by item analysis in terms of gender and proceeded to do the same in the discussion of findings. In so doing, the effect of gender in one item is masked by the others. 8. The discussion of findings is narrow in scope. It is all 'agreements' or 'confirmations' . Is it true that there are no contrary findings? In discussion of findings, it is a common practice to give possible reasons for the findings (in this case non-significant differences). Why were there non-significant differences despite previous studies showing differences in class participation? 9. There is an over-reliance on self-citation at a time when there is a plethora of literature on almost any subject. This does not objectify the study. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Pedagogy, Classroom research I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Owino OR. 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: 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1352 ( https://doi.org/10.5256/f1000research.190732.r438677) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1352/v1#referee-response-438677 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Rukundo A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 02 Jan 2026 | for Version 1 Aloysius Rukundo , Mbarara University of Science and Technology, uganda, Uganda 0 Views copyright © 2026 Rukundo A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Review of Manuscript Analysis of learners’ perception based on their gender of the influence of class participation on academic achievement The paper highlights pertinent matters concerning gender and classroom dynamics as powerful forces that underlie academic achievement. Gender in the classroom is an often-neglected area, despite its latent influence on learning and on the psychology of learners. I believe the authors were visionary in choosing such a field of study. Further, the manuscript content seems to represent relative rigour in the execution of the study. However, some concerns arise, which I think could help to improve the quality of the work if attended to. The authors are advised to attend to the language issues in the abstract, especially in the methodology section. Further, I felt that the abstract needed to include key conclusions drawn from the major findings. The body of the manuscript is characterised by long and meandering sentences, making the ideas therein hard to comprehend. The first and second sentences of paragraph 2 and the first sentence of paragraph 3 of the Background are unclear, for example. The study's aim at present is not visible in the Background. Moreover, the Background needs to flow and to “tell the story” of the gap being addressed in the manuscript. Moreover, it could consider more key studies from which we can deduce such a gap. The rate of self-citation seems to be above the acceptable standards. In a discipline like education, where past studies are abundant, there should be no reason for self-citation of over 20%. The problem statement at present does not indicate the magnitude/severity of the problem or the issue being addressed. Further, it does not forecast the likely consequence(s) if the current problem is not addressed/persists. The study's aim appears unclear to me: is it a gender analysis of learners’ perceptions of participation in class or on academic achievement? In any case, I thought it made more sense if the Background, problem and study aim were combined into a single, introductory narrative. The methods describe extracting and modifying items from Kanyesigye and others (2022). However, a detailed explanation is necessary, of the kind of modifications that were made – e.g., which items were modified and what was the outcome of the modification process? Why were those particular items modified? How were the items modified? How trustworthy is the CVI method in determining the validity of the modified items, and why didn’t the authors use more robust means of determining validity, such as factorial analysis? The validity and reliability values indicated in the text seem to suggest the survey used a single scale/tool to collect data on both variables – class participation and academic achievement. The authors need to declare and justify their decision if that is the case. Please mention the version of SPSS used to manage and process the study data. In the statement above, Table 2: “Levene’s test was conducted on each item to test for equality of variance in the responses between males and females. A p-value of less than 0.05 (average p = 0.196) for the Levene’s test indicated that there was a statistically non-significant…” The narrative is not quite clear to me. It seems the author meant “A p-value of more than .05…”? On the same note and in reference to Table 2, it seems most items (6/10) of the scale failed the homogeneity of variances test. With that in mind, I think for more accuracy and a defensible conclusion, it would have been more appropriate to interpret the results item-by-item, using the “equal variances not assumed” for the items that did not meet the Levene’s test criteria. Possibly, using a single/general t-test might have masked item-level differences, especially where variance assumptions were violated. The Discussion section needs a logical beginning, e.g., a recap of the study aim and key findings, etc. Diving suddenly into the discussion disrupts the flow of the paper. Moreover, I think the discussion section at the moment is underdeveloped. The discussion is not only about comparison with conforming literature, but also about developing a contrast with previous studies that speak otherwise, as well. The conclusion statement could speak more to include summaries of the problem that was addressed, how the key findings addressed it, implications (s) - how the study findings may potentially influence policy and practice, inherent limitations, and suggestions for future work. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Educational Psychology I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Rukundo A. 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: 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1352 ( https://doi.org/10.5256/f1000research.190732.r438681) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1352/v1#referee-response-438681 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Fadillah M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 31 Dec 2025 | for Version 1 Muhammad Aizri Fadillah , Universitas Negeri Padang, Padang, West Sumatra, Indonesia 0 Views copyright © 2026 Fadillah M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Not Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions I have several comments regarding the conceptual, methodological, and argumentative aspects of this manuscript. 1. Conceptually, the manuscript conflates perception, participation, and achievement without adequately theorizing their relationships. Although the title and aim emphasize “learners’ perceptions … of the influence of class participation on academic achievement,” the study never operationalizes academic achievement beyond respondents’ subjective beliefs. Throughout the paper, statements such as “improved class participation led to enhanced academic achievement” and “active class participation boosted academic achievement” are presented as if they were empirical outcomes, even though no achievement data are analyzed. This slippage between perceived influence and actual influence is not acknowledged or problematized, resulting in conclusions that overreach the study’s conceptual scope. Moreover, gender is treated as a purely descriptive grouping variable, without engagement with gender theory, sociocultural explanations, or prior debates that would justify why perceptual differences should meaningfully matter in this context. 2. Methodologically, there are notable inconsistencies and ambiguities that undermine rigor. The manuscript alternately describes the sample as “ordinary-level secondary samples” in the abstract and “physics learners at an advanced level of secondary education” in the methods section, creating uncertainty about the actual population studied. Similarly, the exclusion of learners below 18 years old is mentioned without discussing its implications for representativeness, particularly in secondary education contexts where many learners are minors. The use of a self-constructed questionnaire is justified primarily through expert judgment and a Content Validity Index calculation, yet the description of this process is internally inconsistent, for example stating that validity was judged by “three research experts” but later referring to “all experts (n = 8).” These discrepancies raise questions about the transparency and reliability of the instrument development process. 3. The statistical reasoning and interpretation of results are also problematic. The manuscript repeatedly reports “average p-values” for Levene’s tests and t-tests (e.g., “average p = 0.196” and “average p = 0.247”), a practice that has no clear statistical justification and obscures item-level variation. This is particularly concerning given that several individual items show statistically significant differences (e.g., items 2, 6, 7, and 9), yet the discussion dismisses these differences by appealing to non-significant averages. The argument that gender does not influence perceptions is therefore asserted rather than demonstrated through a coherent analytic logic. In addition, the paper treats Likert-scale means as if they directly reflect agreement thresholds (e.g., “average above four” meaning “strongly agree”) without addressing the ordinal nature of the data or the interpretive limitations of such cutoffs. 4. Argumentatively, the discussion relies heavily on confirmatory citation rather than analytical engagement with the study’s own findings. Much of the discussion section reiterates numerical results and aligns them with prior studies that also report non-significant gender differences, often from experimental or quasi-experimental designs that are not conceptually comparable to a perception-based cross-sectional survey. Claims such as “this implies that exposing learners to similar learning conditions influenced them equally” are not warranted by perception data alone, yet they are presented as logical implications. The manuscript also contains internal contradictions, for instance when Figure 1 is described as showing that “all learners agreed that gender affects class participation,” which conflicts with the stated conclusion that gender does not significantly affect perceptions. These inconsistencies weaken the persuasiveness of the argument and suggest insufficient critical scrutiny of the results. 5. Finally, the recommendations are weakly grounded in the evidence presented. While the paper calls for “gender-sensitive policies” and “training teachers in interactive teaching methods,” these prescriptions are not clearly derived from the study’s central finding of largely similar perceptions across gender. The logical bridge between finding no substantial gender differences in perceptions and advocating gender-specific policy interventions is not articulated, leaving the recommendations appearing generic rather than analytically justified. This further reflects a broader issue in the manuscript: the tendency to move from modest, perception-based findings to broad educational claims without sufficient argumentative support. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? No Competing Interests No competing interests were disclosed. Reviewer Expertise Physics Education; Science Education; Educational Technology; Technology-Enhanced Learning; Inquiry-Based Learning; Learning Analytics and Educational Data Analysis I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. reply Respond to this report Responses (0) Fadillah MA. 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: 2 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1352 ( https://doi.org/10.5256/f1000research.190732.r438683) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. 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