GENDER DISPARITIES IN THE STUDY OF SCIENCE IN SECOND CYCLE SCHOOLS IN GHANA: THE CASE OF UPPER WEST REGION

Abstract

The study focused on the causes of gender disparities in the study of science in second cycle schools in the Upper West Region of Ghana. The mixed method design comprising both qualitative and quantitative methods were used to collect data. Eight purposively sampled senior high schools were used for the study and data collection tools such as interviews, focus group discussions, questionnaire and observations were used to collect data for the research. Results of the study revealed that school based factors such as understafting in the science departments, unequipped science laboratories, sexual harassment from male peers and teachers and lack of motivation for female science student from school authorities as factors causing gender disparity in the study of science in secondary schools in the region, Again, the study revealed economic factors culminating into early and forced marriages as factors causing the disparities in science education in the region. issues identified include the inclusion of science and science related programmes in all second cycle schools to widen access, resourcing of science laboratories in schools and motivation of science teachers to improve retention of science teachers in the region. The study concluded that, the disparities in science education in the region were mostly associated with school based factors such as lack of science teachers, lack of female teachers as role models, and harassment of female students by teachers and peers. The motivation of science teachers, resourcing of existing science laboratories, inclusion of science and science related programmes in all second cycle schools in the region and the introduction of scholarship schemes for girls vvho opt for science education were some recommendations the research came up with.