This research examined the effects of gender, school type, and medium of instruction on scientific attitude, scientific interest, and problem-solving ability among 394 secondary school students in Odisha, India. Using validated and culturally adapted instruments, data were collected via surveys from government and private schools, including Odia and English medium groups. Statistical analysis using t-tests revealed that boys showed significantly higher scientific interest than girls, while no gender differences were found in problem-solving skills. Private school students demonstrated greater scientific interest, whereas government school students excelled in problem-solving ability. Medium of instruction had no significant impact on scientific interest, but English medium students outperformed their Odia medium peers in problem- solving. These findings suggest that demographic and institutional factors influence scientific engagement and cognitive skills differently. The study underscores the importance of tailored educational strategies to reduce gender disparities, leverage the strengths of different school types, and support problem-solving skills across language media. These results have critical implications for educational policy and curriculum design aimed at fostering comprehensive scientific competencies in secondary education.
Kumar et al. (Fri,) studied this question.
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