Female Physics Students Research Articles

Beyond gender: the intersectional impact of community demographics on the continuation rates of male and female students into high school physics

This study examines the complex interplay of gender and other demographics on continuation rates in high school physics. Using a diverse dataset that combines demographics from the Canadian Census and eleven years of gendered enrolment data from the Ontario Ministry of Education, we track student cohorts as they transition from mandatory science to elective physics courses. We then employ hierarchical linear modelling to quantify the interaction effects between gender and other demographics, providing a detailed perspective on the on continuation in physics. Our results indicate the racial demographics of a school’s neighbourhood have a limited impact on continuation once controlling for other factors such as socioeconomic status, though neighbourhoods with a higher Black population were a notable exception, consistently exhibiting significantly lower continuation rates for both male and female students. A potential role model effect related to parental education was also found as the proportion of parents with science, technology, engineering, and mathematics (STEM) degrees correlates positively with increased continuation rates, whereas an increase in non-STEM degrees corresponds with a reduced student continuation rate. The most pronounced effects are school-level factors. Continuation rates in physics are very strongly correlated with continuation in chemistry or calculus — effects that much stronger for male than female students. Conversely, continuation in biology positively correlates with the continuation of female students in physics, with little to no effect found for male students. Nevertheless, the effect sizes observed for chemistry and calculus markedly outweigh that for biology. This is further evidence that considering STEM as a homogeneous subject when examining gender disparities is misguided. These insights can guide future education policies and initiatives to increase continuation rates and foster greater gender equity and inclusivity in physics education.

The effectiveness of using a proposed model of contemplative learning on developing metacognitive skills and the achievement of eleventh grade female students in physics

The study aimed to investigate the effectiveness of using a proposed model of contemplative learning on developing metacognitive skills and the achievement of eleventh grade female students in physics, in Muscat Governorate, Sultanate of Oman. The study sample consisted of (53) female students, who were distributed into two groups: an experimental group, consisting of (25) female students, and a control group, consisting of (28) female students. To answer the study questions, the Schraw and Dennison scale for knowledge organization skills was used, and its reliability coefficient value was (0.90). An achievement test was prepared and its validity was confirmed, and the Pearson correlation coefficient value was (0.91), which is a good indicator for the study. The study found that there were no statistically significant differences between the average scores of the female students of the two study groups at the significance level (α = 0.05) in the overall knowledge organization skills and sub-skills, while there were statistically significant differences between the average scores of the female students of the two study groups at the significance level (α = 0.05) in the total score of the academic achievement test, as well as in the levels of application and reasoning between the experimental and control groups in favor of the experimental group, while there is no statistically significant difference at the significance level (α = 0.05) between the average scores of the female students of the two study groups in the level of knowledge. The study recommended the need to hold training workshops to introduce contemplative learning, integrate contemplative learning methods in building physics and science curricula, and benefit from study tools and materials and apply them in the educational field. Keywords: reflective learning - metacognitive skills - academic achievement

Comparative analysis of the performance of male and female students in physics for the West African examination council examination in Zuarungu senior high school in the Upper East Region, Ghana

This study conducted a comparative analysis of the performance of male and female students in physics at the West African Examination Council (WAEC) examination scores over five years in Zuarungu Senior High School in the Upper East Region of Ghana with a sample size of 419. Historical data was obtained from Zuarungu Senior High School, and statistical analysis was conducted using SPSS version 26.0. The findings revealed fluctuations in performance trends over the years, with females generally showing a slightly higher count in the A1-C6 and D7-E8 grade categories, while males had a higher count in the F9 grade category. These disparities underscore the need for targeted interventions to promote gender equity in physics education. Recommendations include implementing gender-sensitive teaching practices, promoting diverse role models, and creating inclusive learning environments. Overall, the study contributes to the existing literature on gender differences in physics performance and provides insights for educators and policymakers to address these disparities effectively.

Psychological Variables among Physics Students in Senior Secondary Schools in Osun State, Nigeria

The study investigated levels of psychological variables of academic stress, anxiety and self-efficacy among physics students in senior secondary schools in Osun State, Nigeria. It further examined differences in psychological variables of academic stress, anxiety and self-efficacy between male and female Physics students towards learning of Physics. A descriptive survey research design was employed. A sample of 400 Physics students from 20 senior secondary II (SS2) selected through multi-stage sampling procedure was used for the study. A researcher- designed and validated questionnaire was administered to the respondents. Mean and standard deviation were used to answer the research question while the null hypothesis was tested at 0.05 level of significance, using t-test. The findings indicated that physics students had moderate level of academic stress, anxiety and self-efficacy. However, there were no significant differences between males’ and females’ psychological variables of academic stress, anxiety and self-efficacy in the learning of physics in senior secondary schools in the study area. Consequently, it was recommended that Physics teachers should try as much as possible to reduce academic stress and anxiety and enhance academic self-efficacy by carrying out formative assessment frequently to discover the challenged and emotional students for further help and girls’ fear should be allayed though encouragement. Besides, the teaching of Physics should be done interestingly

Students’ Attitude to Social Media in Distance Education: Implications for Quality Instructional Delivery in Physics

This study examined students’ attitudes to social media (SM) at the National Open University of Nigeria (NOUN) and its implications for quality instructional delivery in physics. The stratified random sampling technique selects the sample size of 640 students that form the representatives from each faculty viz; Arts, Education, Management Sciences, and Science Technology. The number of social media used for the study is twenty-nine in number. The eclectic integration of instruments developed by researchers made the instruments whose reliability and validity were determined. Two research questions and two hypotheses guided the study. Research questions were analysed using descriptive statistics, while ANOVA and t-test analysis was for the hypotheses. Results showed that the attitude of students towards SM was above average (71.66 %). The mean attitudes of female students (67.81) towards SM were higher than their male (62.31) counterparts. The most known social media is Facebook (90%). Findings on DL students’ attitudes in different fields of the study showed no significant difference (p0.05). Students from the faculties of Education and Science Technology scored the highest mean value in attitude to SM. However, the faculty of Management Sciences recorded the lowest attitude to SM. The recommendation was that e-learning oriented programmes that promote attitudes to social media should be in the curriculum. It concluded that positive attitudes recorded by students to social media in Education and Science could leverage transformation in the instructional delivery of physics. Also, a higher mean value for the female students portends better performance for female students in physics. It recommends social medial driven activities to the school curriculum for enhancing instructional physics delivery in distance education.

Gender as a Predictor of Physics Students’ Academic Performance in Senior Secondary School External Examinations in Ekiti State, Nigeria

This study examined gender as a predictor of Physics students’ academic performance in Senior Secondary School external examinations in Ado Local Government Area of Ekiti State, Nigeria. An ex-post-facto research was employed for the study. The entire Physics students in Ado-Ekiti that sat for the West African Examination Council (WAEC) external Examination between 2017 to 2019, were used for the study. A total of three hundred candidates (300) were randomly selected as a sample from five (5) senior secondary schools for the study. Frequency and t-test were used to test the four formulated null hypotheses. The result indicated that; there was a significant difference in the academic performance of male and female Physics students in mixed senior secondary schools, also there was a significant difference in academic performance of male and female Physics students in single-sex senior secondary school, similarly, there was a significant difference in academic performance of female students in Physics in single-sex and mixed senior secondary schools. There was a significant difference in academic performance of male students in Physics in single-sex and mixed senior secondary schools. Based on the findings, appropriate conclusions and recommendations were made.

Life-Experiences of Female Students in Physics: The Outsiders Within

The purpose of this multiple case study was to examine the kinds of experiences that were critical to the physics trajectories of four purposefully selected undergraduate female physics students in central Europe. The data were collected through individual semi-structured interviews and were analyzed following an inductive approach and a combination of open and in-vivo coding. The findings showed that: (a) all participants experienced a lack of sense of belonging in physics because of stereotypes and biases about the role of women in physics, which were evident both in classroom discourses and lack of recognition by their instructors and their male peers; (b) the intersection of gender and physics identity served as a barrier to the participants’ perceived recognition (by others) as competent physics persons as well as their sense of belonging in physics; and, (c) all participants pointed to the lack of role-models and specifically women of color in academia.

Measuring Creative Thinking Skills of Senior High School Male and Female Students in Physics (CTSP)Using the IRT-based PhysTCreTS

The study is aimed at (1) describing students’ CTSP, (2) comparing CTSP between male and female students, (3) identifying the highest and lowest sub-aspects of students’ CTSP. The research subjects were 534 students of the State Senior High School in Bantul Regency, obtained by a stratified random sampling technique. The testing instrument was the IRT-based PhysTCreTS and data were analysed using the Partial Credit Model (PCM) IRT technique. Findings show that: (1) The highest percentage of students’ CTSP lies in the “medium” category (48%), while the “high” and “very high” categories amount to 23%; (2) The CTSP of male students have a higher percentage than those of the female students but, in term of the means, male students’ abilities are lower; and (3) There are differences in the CTSP sub-aspects between male students and female students. For the high category, male students are dominant on the sub-aspects planning, expressing, and formulating while female students are dominant in planning, formulating, and expressing. For the low category, male students are dominant in finding alternatives, criticizing, and testing while female students are dominant in finding alternatives, developing, and testing. The result can be used as a ground base to enhance students' creative thinking by giving special treatment to sub-aspects which fall into the low category of the creative thinking abilities of male and female students.

Effect of Frequent Testing On Female Students Performance in Some Selected Physics Concepts at the Senior High School in Ghana

Educational assessment is considered as one of the most important aspects of higher education and most educational institutions rely on tests to determine students’ performance, achievements and certification. However, extensive literature reviewed indicates that no study has been conducted to determine the effects of frequent testing on female students’ performance in Physics. This study investigated the effect of frequent testing on the performance of female students in some selected Physics concepts. The study used quantitative research approach and action research design. Fifty (50) second year female science students formed the study participants. Data was collected using tests. The experimental data collected were analysed using descriptive statistics and one-sample t-test. The mean score for each student for the six week-period was determined. The overall mean score for the entire students was determined to give an idea of students’ general performance in the frequent tests after both reading assignments and teaching of concepts. The results of the study showed that the mean scores obtained by students after teaching concepts (μ=6.35) was better than mean scores of students after reading assignment (μ=2.74). In addition, the results clearly showed a statistically significant difference in the performance of students after the teaching concepts (p<0.05). These results further suggest that frequent testing after teaching constitutes an effective way of improving the performance of female students in Physics. The study recommends that science teachers in general, and Physics teachers in particular, should employ frequent testing in their teaching and learning process as testing makes students learn ahead which in effect affect their performance in Physics positively.

Effect of Concept Mapping Instructional Strategy on Students' Conceptual Change in Physics

This study focused on the Effect of Concept Mapping Teaching Strategy on students’ conceptual change in physics. Two research questions guided the study. Two null hypotheses were formulated and tested at the probability of 0.05 level of significance. The study adopted a quasi-experimental non-equivalent control group design. The study was carried out in Agbani Education zone of Enugu State. One hundred and nineteen students consisting of 63 boys and 56 girls from three co-educational schools were selected through purposive sampling for the study. Two intact streams of SSS 2 students in each of the secondary schools were used. The experimental group was taught concepts/principles involving refraction of the light wave using concept mapping while the control group was taught the same topics in optics using the conventional method. Thirty items on Test on Physics Concept (TPC) were developed by the researchers. The items were validated by three experts, one in measurement and evaluation and two in the Department of Science Education with a physics background, all from the Department of Science Education University of Nigeria Nsukka. Content validation was also carried out based on the table of specification. The reliability of the items was tested using the Kendall coefficient of concordance (W) with a coefficient of 0.81. Data on students' conceptual change in physics were collected using TPC. Pre-test scores were collected before the treatment while the post-test was administered after the treatment. Research questions were answered using mean and standard deviation while hypotheses were tested at 0.05 level of significance using analysis of covariance (ANCOVA). Results of data analyzed revealed that there exists a difference between the mean scores of physics students in Test of physics concepts when taught using concept mapping and lecture methods in favour of the group taught light waves using concept mapping strategy. That there exists no significant difference between the mean scores of male and female physics students in a test of physics concepts when taught using concept mapping and lecture methods. The recommendations among others are that concept mapping and lecture methods should be used interchangeably in the teaching of physics to breach the gap in performance between male and female students and concept mapping instructional strategy should be used to promote conceptual change in physics.

Problem-Based Learning and Conceptual Understanding of College Female Students in Physics

In this changing world, peoples are often challenged with problems that require the use of scientific information so that they are able to make informed decisions. However, the study of physics is entangled with many problems including the belief that it is a male domain and the way it is presented to students. The purpose of this study therefore, was to explore the role of Problem Based Learning (PBL) by applying five step problem solving strategy in enhancing conceptual understanding of female students. The study was conducted in Bonga College of teacher education, Ethiopia. To achieve the goal of the study, pedagogical experiment was applied. Data were collected using conceptual understanding inventory test and questionnaire. There was a mean difference between comparison and experimental groups. The difference was statistically significant with large effect size. Students in the experimental group shows good motivation towards the strategy. Based on the findings, it was suggested to apply the five step problem solving strategy at college and tertiary level. Because, this strategy was helpful for students to scrutinize the connection between theory and practice, improves their motivation to learn, and eradicates rote memorization. It also helps to understand concepts and principles central to physics.

Enhanced Performance in High School Electricity Practical: The Micro Electricity Kit Use Versus Conventional Apparatus

This study investigated students’ performance in electricity practical through the usage of micro electricity kits and conventional laboratory apparatus in Kakamega North sub-county as an intervention mechanism. Specifically the study compared the learners’ performance in an electricity practical test by students who used the micro electricity kit and those taught using conventional experimental apparatus. The research design adopted for the study was a two group quasi-experimental randomized pretest-posttest experimental design. A sample size of 537 form two students from fourteen schools were selected by stratified random sampling technique. The experimental group was exposed to the use of micro electricity kits while the control group was conventionally subjected to the same instructional technique. Two performance tests (EPT1 and EPT2) which acted as pre-test (bulbs in series and parallel) and post-test (ohms law) respectively of reliability index 0.74 and 0.87 were administered to both groups at an interval of one month between them. Validity of the instruments was determined with the help of three experienced secondary school teachers at values between 6 and 9 out of 10 for each of them. The obtained data were analyzed according to the hypothesis using both descriptive (means, percentages frequencies tables) and inferential (t-test chi square and anova) statistics. The findings indicated that students who used micro kits performed better than those who used conventional apparatus in electricity practical. Students from county schools performed better than those from sub-county schools. Male students who used the kits performed better than female students. Therefore the kits should be incorporated in the Kenyan school curriculum. These kits can be mainstreamed in physics practical work so as to provide practical experience and conceptual understanding of physics concepts. The government should provide adequate finances, laboratories, apparatus and teachers to sub-county schools so as to compete with the county schools. Physics teachers should also give attention and encourage female physics students during practical sessions such that both male and female students can perform better in the study of physics.

Exploring woman university physics students ‘doing gender’ and ‘doing physics’

This article explores what it can mean to be a woman physics student. A case study approach is used to explore how five women who are studying physics at a Swedish university simultaneously negotiate their doing of physics and their doing of gender. By conceptualising both gender and learning as aspects of identity formation, the analysis of the interviews with the five women offers insights into the nuances and complexities of how women relate to the gendered disciplinary culture of physics. This contrasts how research on gender and physics education has been predominantly concerned with comparisons of female and male students' attitudes and/or achievements. Furthermore, the analysis brings to the fore how it is not just the masculine connotations of physics that shape the experiences of the five women, but also the expectations on female physics students.

Body Projects of Young Women of Color in Physics: Intersections of Gender, Race, and Science

Most research on underrepresented members in science focuses on gender or on race/ethnicity, ignoring intersections embodied by women of color. This article, which draws from a qualitative, longitudinal study, addresses this gap by focusing on ten minority female physics students who negotiate three incongruent realms: field of study, gender, and race/ethnicity. It examines ways in which these students sense that their belonging and competence in science are questioned because their bodies do not conform to prevalent images of the “ordinary” white male physicist. To persevere in physics, they engage in bodily projects of (1) approximating ordinariness through fragmentation, which entails using strategies of racial or gendered “passing,” or (2) rejecting these practices in favor of multiplicity, which entails employing stereotype manipulation or performances of superiority. By highlighting accounts of individuals who persevere in the elite physics field, this article provides insight into how university departments should reform to promote more women and underrepresented minorities in science.

Single‐sex Classes: Female Physics Students State Their Case

Since the passage of Title IX in 1972, gender equity has been addressed through means that reflect inclusion and integration by gender. Recent Supreme Court decisions such as the one deeming the Virginia Military Institute's admission policies to be unlawfully discriminatory against women suggest a reinforced and perhaps narrowed interpretation of appropriate means for attaining gender equity in public schools. This case and others also suggest that publicly funded single‐sex programs may be in jeopardy. This study examines data collected from a girls‐only physics class in a public coeducational high school. Interview and observation data from this class, as well as from a coeducational physics class taught by the same teacher, illustrate that the girls in the single‐sex class made substantial gains in both academic achievement and in perceptions of themselves as competent learners of science.

Gender and the arts/science divide in higher education

ABSTRACT The paper reports research on interviews conducted with undergraduates studying Physics and English. It begins by looking briefly at the work undertaken on gender and education and notes that there is a tendency to regard women as a problem category in education. The paper aims to redress the balance by looking instead at the obstacles both women and men may face in higher education. The focus of the paper is a comparison between the experience of first-year female physics students and first-year male arts students—both minority groups. The concept of ‘minority˚s is discussed, and a distinction made between the idea of a numerical minority and that of a social minority. It is argued that female physics students are perceived and treated as a minority group, whereas male arts students are treated as individuals. The paper concludes by suggesting ways in which the situation could be remedied and argues that onus should be on institutions, rather than on students, to change.

Women in physics

Female physics students are just as capable as their male counterparts.Female physics students are just as capable as their male counterparts.

Women…in physics

Female physics students are just as capable as their male counterparts.

Women in physics

Female physics students are just as capable as their male counterparts.Female physics students are just as capable as their male counterparts.