Mixed-method investigation reveals key factors impacting female pupils' performance in physical science, suggesting improvements for gender equity.
This study investigated factors contributing to low performance of female pupils in physical science at Nsama Day Secondary School. A mixed-method approach was used involving questionnaires, interviews, and observations. Findings revealed inadequate laboratory facilities, negative attitudes, socio-cultural challenges, and ineffective teaching methods as key factors. Recommendations include improving resources, adopting learner-centered teaching, and promoting gender equity.
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Mutale Evans (2026) studied this question.
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