Abstract
This study examines gender disparities in teenage Ghanaians’ engagement and achievement in science using the Social Cognitive Theory as a theoretical framework. The research uses observations, interviews, document analysis, and artifact analysis to collect data from senior high school head teachers, teachers, and students using a case study methodology. The data is analyzed in the study using thematic analysis, descriptive statistics, and content analysis. The study finds that gender differences in science proficiency and involvement are influenced by a variety of cognitive, social, cultural, and institutional factors, including expectations, structures, stereotypes, and representation. The study also looks at how these differences might impact policies and practices in education and makes recommendations for enhancing inclusivity and gender parity in science education in Ghana.
Kwabena Sarpong, I. (2023). A Comparative Analysis of Science Engagement and Achievement in Ghana: Gender Disparities and Implications. Afribary. Retrieved from https://tracking.afribary.com/works/isaac-kwabena-sarpong-writing-sample
Kwabena Sarpong, Isaac "A Comparative Analysis of Science Engagement and Achievement in Ghana: Gender Disparities and Implications" Afribary. Afribary, 29 Nov. 2023, https://tracking.afribary.com/works/isaac-kwabena-sarpong-writing-sample. Accessed 19 Sep. 2024.
Kwabena Sarpong, Isaac . "A Comparative Analysis of Science Engagement and Achievement in Ghana: Gender Disparities and Implications". Afribary, Afribary, 29 Nov. 2023. Web. 19 Sep. 2024. < https://tracking.afribary.com/works/isaac-kwabena-sarpong-writing-sample >.
Kwabena Sarpong, Isaac . "A Comparative Analysis of Science Engagement and Achievement in Ghana: Gender Disparities and Implications" Afribary (2023). Accessed September 19, 2024. https://tracking.afribary.com/works/isaac-kwabena-sarpong-writing-sample