Gender Differences in Physics Performance: A Case Study of Riverain Combined School, Zambia

Abstract

<jats:p>Gender disparities in physics achievement continue to limit equitable participation in science, technology, engineering, and mathematics (STEM) education. This study investigated factors influencing performance differences between male and female pupils in physics at Riverain Combined School in Kitwe District, Zambia. A mixed-methods case study design was employed, combining quantitative survey data with qualitative open-ended responses. Participants included sixty Grade 10 and 11 pupils (thirty boys and thirty girls) and nineteen physics teachers from seven secondary schools in Kitwe District. Quantitative data were analyzed using descriptive statistics and independent-samples t tests, while qualitative responses were analyzed thematically. Results indicated statistically significant gender differences in confidence (t(58)=3.92, p&lt;0.01), encouragement to pursue physics (t(58)=2.78, p=0.007), classroom leadership opportunities (t(58)=4.11, p&lt;0.001), and access to practical activities (t(58)=3.45, p=0.001). Societal stereotypes, teacher practices, limited female role models, and learner self-efficacy emerged as key factors influencing female pupils’ performance. The study concludes that gender gaps in physics are socially and pedagogically mediated rather than ability-based. Gender-responsive teaching practices, mentorship, and equitable classroom participation are recommended to improve girls’ performance and persistence in physics.</jats:p>