Gender Difference in Physics Participation and Achievement in Senior Secondary Schools in Kenema Municipality, Sierra Leone

Abstract

Gender-based disparities in science education, particularly in physics, remain an ongoing challenge that constrains the pipeline of female students into science, technology, engineering, and mathematics (STEM) careers across sub-Saharan Africa. This study investigates gender differences in physics participation and academic achievement in senior secondary schools within Kenema Municipality, Eastern Province, Sierra Leone. The study employed an explanatory mixed-methods design, integrating quantitative enrolment and examination data with qualitative data from structured questionnaires, focus group discussions, and classroom observations. The study population encompassed all Form 4 and Form 5 physics students in the eight public and government-assisted senior secondary levels within Kenema Municipality during the 2023–2024 academic year. A total of 386 students (228 male, 158 female) and 42 physics teachers participated in the survey component. Analysis of West African Senior School Certificate Examination (WASSCE) physics results for Kenema Municipality over five academic years (2019–2024) reveals a persistent gender enrolment gap: female students constitute only 31.4% of physics enrollees on average, a proportion that has improved only marginally over the study period. Achievement analysis reveals a statistically significant gender gap in examination performance (t(384) = 4.18, p < 0.001; Cohen’s d = 0.43), with male students achieving a mean WASSCE physics grade of 3.72 ± 1.24 compared to female students’ mean of 4.48 ± 1.38 (on a 1–8 scale where 1 = A1, highest). Binary logistic regression identifies school type (government-assisted vs. government), parental education level, household socioeconomic status, and physics teacher gender as significant predictors of female physics participation. Qualitative findings illuminate five inter-related barriers to female physics participation: gender-stereotyped subject perceptions; the absence of female physics teacher role models; household economic prioritization of male education; insufficient gender-responsive pedagogy; and inadequate laboratory and study infrastructure. The study concludes with a comprehensive, evidence-based set of recommendations for transforming the physics education environment in Kenema Municipality to achieve equitable participation and achievement outcomes for both male and female learners.