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Gender differences in Performance in Integrated Science among Pre-Service Science Teachers: A Case of a University in Ghana

Nelly Sakyi–Hagan
Ruby Hanson


While pre-service science teachers are an important group of stakeholders in a nation’s pursuit of scientific literacy, scientific development and technological advancement in this modern era, this study sought to determine any gender differences in performance in Integrated Science among third year pre-service senior high school science teachers at the University of Education, Winneba, Ghana using the descriptive research design. The study used the sample of 168 students in five courses taken by the students at that level. The study employed the SPSS version 22.0 software to conduct an independent samples t-test so as to determine differences in performance between male and female students. Evidence from this study proves no gender gap in integrated science achievement among pre-service secondary school science teachers of the Department of Integrated Science Education of the University of Education, Winneba. The study recommends the need to conscientize females on the need to put up more positive attitudes towards the study of science and related courses, especially the physical sciences.

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eISSN: 2714-2132
print ISSN: 2714-2183