Influence of Gender Disparity Practices on Students’ Academic Performance in Physics in Public Secondary School of Rwanda: A Case of Nyanza District
DOI:
https://doi.org/10.53983/ijmds.v13n9.019Keywords:
Gender Disparity, Academic Performance, Performance in Physics, Public Secondary Schools, Nyanza districtAbstract
This research investigated the influence of gender disparity practices on the performance of students in physics in a public secondary school in Rwanda. The study examined the gender disparity practices that influence student academic performance in physics in public secondary schools in Rwanda, assess student academic performance in physics in public secondary schools in Rwanda, and determine the relationship between gender disparity practices and student academic performance in physics in public secondary schools in Rwanda. The target population of this research was 7,924, from which a sample size of 381 respondents were chosen as the participants of the study, including students from public secondary schools, teachers, head teachers, and sector educational officers of 6 sectors of Nyanza District. The participants were sampled using a purposive sampling technique, while teachers and students were selected using simple random sampling. The participants were sampled using a purposive sampling technique, while teachers and students were selected using simple random sampling. The study adopted a survey research design that used questionnaires as instruments of data collection and key informant interviews as guides. Data were presented and analysed into tables and graphs using descriptive statistics (frequency, percentages, and mean) and using SPSS version 21.0. The study found that gender disparities influence students' academic performance in Physics in public secondary schools in Rwanda. For the first objective, 95.1% of students agreed or strongly agreed that improved assessment scores in Physics reflect their academic performance. For the second objective, 86.5% of students believed that equal access to resources and support is available for all genders, showing positive perceptions of gender equity in resources. However, 48.4% felt that societal gender stereotypes affect their motivation and confidence in Physics. A correlation analysis revealed a significant positive relationship (r = 0.732) between gender equity practices and student academic performance, indicating that reducing gender disparities can improve performance outcomes in Physics. Based on findings recommendations were given to the Ministry of Education to promote gender equality in Physics by ensuring equal resources, providing teacher training, and challenging stereotypes. Policy makers and MIGEPROF should support female students through reforms, scholarships, and advocacy. Schools and teachers must foster inclusive environments with equitable resources and gender-sensitive teaching strategies.
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