Gender differences in academic performance of students studying Science Technology Engineering and Mathematics (STEM) subjects at the University of Ghana

Abstract

Using a mixed-methods research design, this study compares academic performance of males and females studying STEM subjects or courses at the university level with that of the senior high school level performance. The factors contributing to the gender differences in academic performance at the two levels of the educational ladder were also explored. Overall, the results show that the academic performance of males was better than females at the senior high school level, whilst at the tertiary level, the academic performance of females appeared to have improved relative to that of males. Whilst gender stereotypes contributed greatly to differences in academic performance at the high school level, factors such as teaching methodologies and styles, motivation and support from parents, and advocacy campaigns on women’s empowerment accounted for the improved academic performance of females at the tertiary levels. On the other hand, males’ engagements in extra-curricular activities and other economic ventures, which are also linked to broader socio-economic influences such as economic hardship, financial constraints, and gendered ideologies tend to affect the academic performance of males at that level. We recommend that whilst emphasis is placed on getting more females in STEM disciplines and careers, it is equally important to focus on males. This requires continuous education and sensitisation of gender stereotypes and policy measures to sustain both males and females in STEM for overall national development.

Advances and New Perspectives in Higher Education Quality

“…On the contrary, females have shown superior performance in multiple mathematics-related courses compared to males. Wrigley-Asante et al (2023) conducted a comparative study between college students' performance in STEM subjects in Advanced Placement (AP) exams and their high school subject grades. They found that male students had better AP scores during their high school years.…”

Evaluating the impact of smart technology on academic eagerness, academic seriousness, and academic performance in elementary english language learners as a foreign language

“…Regarding AS, studies have examined how technology integration can foster students’ dedication, responsibility, and commitment to their academic tasks [ 51 ]. [ 52 ] conducted a study that integrated technology into the English classroom and found that it enhanced students’ sense of responsibility and self-directed learning. They observed that students took ownership of their learning process and were motivated to complete tasks independently.…”

“…AS is a psychological concept that stems from an intrinsic eagerness that can also be referred to as AE [ 52 ]. AS is a skill that empowers individuals to establish specific objectives and subsequently attain them.…”

Secondary school teachers’ interest and self-efficacy in implementing STEM education in the science curriculum

“…Variations in subject choice for one or both majors in STEM education result when teachers feel underprepared to teach science (Fitzgerald & Smith, 2016). Even though it is imperative to continue encouraging females to study STEM fields and pursue STEM careers, it is equally important to develop policy measures to address males' performance at the tertiary level (Wrigley-Asante et al, 2023).…”