Abstract
Persistent gender disparities in STEM education demand empirically validated interventions.
This study evaluates the efficacy of Constructivist-Inclusive Learning Environments (CILE) in
reducing gender gaps in secondary school chemistry education across three sites—Obudu, Ogoja, and Yala—in Northern Cross River State, Nigeria. Using Cochran’s formula, a robust sample of 1,000 students was selected through stratified random sampling. A mixed-method design incorporating pre- and post-test quasi-experiments, surveys, and classroom observations revealed statistically significant reductions in gender-based performance differentials. Female students demonstrated notable gains in conceptual understanding and laboratory engagement post intervention. The novelty of this study lies in its integration of adaptive AI tools with constructivist pedagogy, providing scalable, context-responsive strategies for fostering gender
equity. The findings extend constructivist theory by embedding digital personalization in
collaborative inquiry, offering a replicable framework for policy and curriculum innovation in
low- and middle-income countries.
Keywords: gender equity, chemistry education, constructivist pedagogy, adaptive learning,
STEM intervention, Nigeria.
