Abstract:
A sample of 1,345 students enrolled in advanced-level
science courses from Grades 9 through OAe was surveyed in
order to gain perspective into the existence of motivational
differences attributing to science course enrolment by gender.
Records of enrolment were examined in order to detect patterns
and trends. A questionnaire was devised and piloted. It
measured five motivational variables - demographics, science
and science-related experiences, science ability and
attitudes, impressions about women in science, and importance
of science and science-related skills. The students also
provided some impressions about the image of scientists.
Results of the questionnaire were analyzed for frequency of
responses and for significant gender differences using the
chi-square. Differences were found to exist in the areas of
science anxiety as it relates to testing and oral
participation; in motivation generated by the performance of
extra-curricular science and science-related activities, and
by the classroom environment; in impressions of women in
science; in the importance of science skills, and in the area
of teacher influence. The study also showed a differential
enrolment of females, with an emphasis on biology and
chemistry. The males were enrolled in courses of physics and
chemistry. The findings lead to numerous suggested strategies
and programs for encouraging the participation of females in
science education and careers.
