Perception of learning science: the case of females offering STEM majors in Ghana

Darko Kwaku Amponsah,Maigari Salifu Mohammed

doi:10.4314/ajesms.v15i2.12

Darko Kwaku Amponsah, Maigari Salifu Mohammed

Open Access

https://doi.org/10.4314/ajesms.v15i2.12

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Abstract

The study investigated the differences among female students pursuing selected STEM programmes in a Science and Technology university in Ghana, in their perception of learning science. Three hundred and twenty-eight (328) final year female students offering computer science and information and communication technology, engineering, pharmacy, and medicine formed the sample. The research design was a descriptive cross-sectional survey, and a questionnaire was utilised for data collection. The reliability coefficient obtained using Cronbach alpha formula was 0.85. The study discovered that female students in STEM majors were goal-oriented and extraordinarily impressive with their academics however lacked the capacity to have fun as a result of the loaded curriculum. Again, the study showed specific differences in self-perception among students of the four STEM majors, when analysed using ANOVA and Post hoc analyses. It was revealed that pregnancy is no longer a barrier to educate the girl child as a result of unique interventions put in place by the government of Ghana. It was recommended among others that the Ghana Education Service intensifies the STEM training Clinics in the rural areas of Ghana to enhance rural female students’ involvement in STEM Majors at Tertiary level.

Highlights

Ghana government, to inspire learners to enthusiastically participate in science and technology activities introduced programmes like the “Science, Technology, Engineering, and Mathematics” (STEM) clinic and technical drawing for both boys and girls at the basic school level in every District of Ghana (Baryeh, Lamptey & Obu, 1999 as cited in Amponsah, Mensah, & Mensah, 2014)
The research question looked at how female students in various STEM-related programmes differ in their self-perceptions
Self-perception can affect people negatively or positively depending on the stimulus incorporated by the individual and can constrain their participation (Critcher & Gilovich, 2010)

Summary

Introduction

To inspire learners to enthusiastically participate in science and technology activities introduced programmes like the “Science, Technology, Engineering, and Mathematics” (STEM) clinic and technical drawing for both boys and girls at the basic school level in every District of Ghana (Baryeh, Lamptey & Obu, 1999 as cited in Amponsah, Mensah, & Mensah, 2014). The Ministry of Education revealed that resolute efforts are been executed to intensify female access to apprenticeship areas of technical education and training in order to increase female involvement in “Technical and Vocational Education and Training” (TVET) in Ghana, (Ghana MOE, 1994 as cited in Amponsah, & Mensah, 2014) This is to safeguard that women pursuing STEM roles face less stigma, current figures reveal that government needs more conscientisation, incentivisation, and public education among others in order that the gap between male and female participation in science might be closed (Baryeh, et al, 1999 as cited in Amponsah, Mensah, & Mensah, 2014; DuBow, 2013). Existing literature suggests that the number of students, especially female (more than fifty percent of the population) graduates in STEM-related careers is inadequate to fill the ever-

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