The main aim of the presented research was to examine the interaction between student’s gender and achievements in learning concepts of electricity via STEAM integrated approach utilizing Scratch. This research was aimed to determine the gender disparity for lower-secondary school students in learning about the concepts of electricity. Quasi-experimental design involving male and female groups was used in this research. Students were required to utilize Scratch to design games and animated stories on electricity concepts. The Electricity Achievement Test (EAT) was administered for pre- and post-test. The findings proved that the STEAM integrated approach via Scratch could narrow the gap between male and female in learning concepts of electricity. The findings of ANCOVA indicated that the intervention had similar positive effects on male and female students' achievement in learning concepts of electricity. This research also provided a new method and an alternate connective framework for learning concepts of electricity via art and showed that both males and females were able to understand the topic of electricity, which reduced gender biases and disparity in the field of science. Keywords: electricity achievement level, Gender gap, Scratch, STEAM integrated approach.

This study examined the effectiveness of STEAM (Science, Technology, Engineering, Art, Mathematics) integrated approach via Scratch on five subconstructs of computational thinking (CT) among 29 male and 30 female students. A quasi-experimental design was employed in the research. The participants demonstrated the application of CT in designing games via Scratch during the intervention. The Computational Thinking Survey (CTS) was administered pre-CT and post-CT tests in measuring the five subconstructs of CT. Repeated multivariate analysis of variance (MANOVA) results showed that the intervention positively affected male and female students' comprehension concerning the five subconstructs of CT. The results were strengthened by the repeated measure of analysis of variance (ANOVA) with posthoc comparisons, indicating all five subconstructs of CT increased significantly (p < .05). Indirectly, this research introduced a new teaching methodology for students' CT level in the current electronic and technology-advanced era and increased concept manipulation capacity among male and female students.