Vivian Olakpah

Abstract: This study investigated the factors influencing female students’ academic success in Physics and examined gender differences in performance at Navrongo Senior High School. Using an explanatory sequential mixed-method design, the research combined qualitative interviews with quantitative analysis of standardized Physics test scores. Quantitative results showed that although female students slightly outperformed their male counterparts (mean scores of 70.6 and 69.7, respectively), the difference was not statistically significant (t = –0.36, p = 0.717, Cohen’s d = –0.066). This finding suggests that gender alone does not determine performance in Physics. Qualitative findings highlighted the critical role of effective study habits, positive attitudes toward Physics, classroom participation, teacher support, and peer collaboration in achieving academic success. Female students particularly emphasized the importance of an inclusive and supportive classroom environment that fosters confidence and engagement in a traditionally male-dominated field. The study challenges stereotypes about girls’ participation in Physics and underscores the influence of social relationships, teaching strategies, and personal motivation on achievement. It concludes that promoting female success in Physics requires collective efforts centered on inclusive practices, responsive teaching, and sustained encouragement. The study recommends promoting structured study habits, improving students’ perceptions of Physics through positive messaging, enhancing engagement, and expanding experiential learning opportunities to support equitable achievement.

Abstract: This study investigated the factors influencing female students' academic success in Physics and looked at gender differences in performance in Navrongo SHS. In order to gain a deeper understanding of performance patterns, the study employed a mixed-method explanatory sequential design, combining qualitative interviews with quantitative data of standardised Physics test scores. According to quantitative findings, although female students outperformed male students by a small margin (0.92) mean difference which was not statistically significant though worth noting. This result implies that performance in physics is not determined by gender. Qualitative results demonstrated how important it is for students to have good study habits, a favourable opinion of physics, active participation in class, teacher support, and peer cooperation to succeed academically. The voices of female students emphasised the value of a welcoming and inclusive classroom where they can thrive in a field that has historically been dominated by men. They also indicated that, peer support, teacher support, fair opportunities, and meaningful engagement were very key to their success in Physics. The study dispels the myth that girls are less likely to pursue physics and confirms that social connections, pedagogical techniques, and individual initiative all play a vital role in female academic success. It comes to the conclusion that encouraging female success in physics calls for teamwork and is typified by inclusive practices, responsive instruction, and ongoing motivation.