2. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 1, January- February (2013)
INTRODUCTION
The studies on gender disparities have been done in both developed and developing
countries. In some of the countries women in institutions of higher learning tend to
concentrate in certain fields of study such as humanities, home economics and arts, though
more women have now enrolled in other fields like business and public administration. The
enrolment in the fields such as mathematics and science related fields is however still limited.
Low enrollment in mathematics and science fields can be said to result from a number of
factors affecting women especially at different levels of schooling. For example traditional
and cultural expectations from different societies in the developing world in particular, seem
to have an influence on subject choice and selection especially at secondary school level.
In the recent past, the gender differences in attitude towards the study of science
subjects namely, Physics, Chemistry, Mathematics and Biology have received much
attention. Gender interrelates with other social variables in a significant ways, Rennie (1998),
Atwater (2000), Rennie (2000). Some of the past studies have reported that boys have more
positive attitude towards science, achieve better and have a higher preferences for Physics
and Chemistry. One of the major factors influencing students’ choice of science subject is
gender. According to Whitelaw et al. (2000), sex is probably the most important variable
related to pupils’ attitudes to science. Many studies for instance, Francis and Greer (1999),
Jones et al. (2000), reported that males have more positive attitudes toward science than
females. Also, Osborne et al. (2003) stressed that there is still a bias against physical sciences
held by girls, suggesting that at an individual level the overwhelming majority of girls still
choose not to opt physical science. In the same vein, Aigbomian (2002) observed that boys
perform better than girls in science, technical and mathematical subjects. It is generally
believed that socio-cultural and religious practices are at the root of this imbalance. In science
classes, boys often dominate laboratory equipment, controlling hands-on experiments while
girls observe and take notes.
Also, since the inception Nobel Prize in 1901 until 2011, there are only 16 Female
Nobel Laureates out of 310 Nobel winners in the field of science which is 5.16% which is
quiet low than other non science fields.
Category Total Laureates Female Laureates % Female winner
Physics 105 02 1.9%
Chemistry 103 04 3.88%
Medicine 102 10 9.8%
Other non science fields 239 28 12%
Differences remain in boys' and girls' attitudes toward academic subjects. On average,
girls report liking mathematics and science less than boys, and having less confidence in their
ability to succeed at these subjects. Girls are more likely to suffer from math anxiety or tech
anxiety. They tend to perceive these subjects as being less useful in their lives, which may
diminish their achievement motivation in these areas. Hence, fewer girls plan to choose
careers in mathematics, science, or technology. Additionally, whereas boys tend to believe
their success in academics is the result of ability, girls tend to attribute academic successes
and failures to luck and other external factors. This attribution of success to factors other than
effort may lead some girls to feel helpless, particularly in subjects they perceive as male
domains.
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Gender differences indicate to areas where student background, attitudes and
characteristics significantly affect student performance. Understanding what can influence
differences in student performance can help policy makers address quality and equity
concerns. In order to identify the source of inequalities, fostering average performance and
improving our understanding of how students learn, the study of gender differences are
essential.
METHODOLOGY
A survey model has been used to determine male and female students’ attitudes
towards the study of science subjects and about science. Data for the study were collected
between Feb. 22, 2012 and Feb. 29, 2012. The questionnaire was distributed to the students
during regular class sessions. Participants were instructed to read each item carefully, and
then to tick the most desired option from multiple choice questions. The students
participating in this exercise in each class completed the questionnaire provided to them.
This study includes of approximately 200 boys and girls of Secondary level of academic year
2011-2012 from Nimawat Public school, Fatehpur and Mody School, Lakshmangarh of
District Sikar, Rajasthan.
SUPPOSITION
This research is based on the hypothesis that male students have different attitude
towards the study of science subjects namely; Physics, Chemistry, Mathematics and Biology
than female students.
RESULTS AND DISCUSSION
As the main purpose of this study was to examine differences by gender attitudes
towards science, data collected from the participating schools were analyzed by using
percentage, mean, and standard deviation for each question on subject related issues and
results were presented in Table 1. From critical analysis, we observed that the girls and boys
have significant different mean scores towards attitude in most of the subject related issues.
In order to test whether these differences represent a real difference between the two groups
of students or it was just a chance difference in our collected samples, a t-test was also used
and presented in Table 2. A comparative study was performed on Pro- and Ant- attitudes on
each subject related issue and presented in Fig. 1.
Table 1: Subject related issues and analysis of responses
Item Item Description Subject % % Result
No. Girls Boys
I enjoy studying There is a remarkable difference in the
Physics 7 21
1. _______ enjoyment of Physics and Mathematics in
Chemistry 4 6 comparison to others among Boys and
Mathematics 36 24 Girls. Almost 3 times more Boys enjoyed
Biology 50 48 Physics than girls on the other hand 8%
more girls enjoyed Mathematics than
None 4 1 boys.
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2. Level of difficulty Physics 37 8 There is a reversal trend in Physics and
(toughest subject) Chemistry 17 42 Chemistry as difficulty level is concerned.
Mathematics 30 32 Almost 75% more girls feel that Physics
Biology 14 15 is difficult for them on the other hand
60% more boys feel difficulty in
None 3 1 Chemistry.
3. I would like to do Physics 4 18 This study shows a clear trend that Boys
more _______ in Chemistry 3 10 are more inclined towards Physical
future. Mathematics 42 41 Sciences (PCM) and Girls are more
Biology 38 30 inclined towards Biological sciences or in
other subjects than science. 14% & 7%
more Boys want to do Physics and
Chemistry respectively in future on the
other hand 8% & 13% more Girls want to
None 14 1 do Biology or other subjects.
4. It is waste of time Physics 26 14 This study shows that 12% more Girls are
performing Chemistry 18 25 interested in performing Physics
experiments in Mathematics 39 38 experiments while 7% more Boys are
________when we Biology 11 20 interested in performing chemistry
can read them up in experiments. Overall Girls are less
the textbooks. None 7 1 interested in performing experiments.
5. I admire people who Physics 14 21 More Boys admire people who have good
have good Chemistry 7 11 knowledge of Physics and Chemistry on
knowledge of _____ Mathematics 46 41 the other hand more Girls admire people
Biology 29 24 who have good knowledge of
None 5 3 Mathematics and Biology.
6. I do not always like Physics 30 3 30% Girls are not interested in attending
to be in class during Chemistry 26 42 Physics lessons which too high in
________ Mathematics 23 31 comparison to 3% Boys while in other
Biology 13 18 science subjects more number of Boys
None 9 6 less interested in attending lessons.
7. ______laboratory Physics 65 27 Significant no. (39%) of girls feel bored
practical are very Chemistry 21 38 in Performing Physics experiment on the
boring. Mathematics 0 0 other hand 17-18% more Boys feel bored
Biology 7 25 in performing Chemistry and Biology
None 7 10 experiment.
8. Do you feel YES 43 48 There is no significant difference among
derivations are No 51 49 Girls and Boys regarding opinion on
boring? UNCERTAIN 6 3 derivations.
9. I like solving _____ Physics 12 27 Significant more Boys like solving
problems Chemistry 9 14 problem of Physics and Chemistry, while
Mathematics 58 45 more Girls like solving Mathematics and
Biology 17 13 Biology.
None 4 1
10 ______ is difficult, Physics 34 18 Girls feel difficulty in handling Physics
when it involves Chemistry 42 68 apparatus while boys in chemistry. There
handling apparatus Biology 10 7 is no significant difference among girls
and boys in handling apparatus of
Biology.
None 15 7
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11. There are too many Physics 15 27 There are too many facts to learn in Physics
facts to learn in ____ Chemistry 25 24 and Biology for Girls but for Boys in
Mathematics 9 21 Mathematics. There is no significant
Biology 49 28 difference among girls and boys about
learning the facts in Chemistry.
None 3 0
12. I study ______ mainly Physics 18 8 More % of Girls study science (PCB) mainly
to pass examination Chemistry 17 30 to pass examination. This study shows that
Mathematics 41 46 overall more number of girls are less
Biology 19 14 interested in studying science.
None 6 1
13. _______textbooks are Physics 35 3 For more girls Physics textbooks are difficult
too difficult to Chemistry 21 39 to understand but for boys Chemistry,
understand Mathematics 28 38 Mathematics and Biology textbooks.
Biology 10 14
None 7 6
14. _____ helps me to be Physics 18 28 For boys PCM helps more to be able to reason
able to reason well Chemistry 9 18 well while for girls Biology helps to be able to
Mathematics 24 28 reason well. This study also testify the results
Biology 45 23 of item no. 3
None 5 3
15. ____ is not as Physics 41 10 For girls Physics is not as interesting as other
interesting as other Chemistry 27 41 science subjects but for similar % of boys
science subjects Mathematics 12 28 (41%) Chemistry is not as interesting as other
Biology 14 18 science subjects.
None 7 3
16. I think every Physics 6 18 Boys have more stress on Physics while Girls
secondary school Chemistry 4 8 on Biology. Mathematics is subject upon
student should be Mathematics 55 51 which both Girls and Boys gave almost equal
made to study - Biology 26 21 stress.
________
None 9 1
17. I like to help other Physics 7 24 Human being readily agreed to help in the
students with _______ Chemistry 3 10 area in which he feels himself much
problems Mathematics 50 35 confident. This study shows that Boys like to
Biology 39 31 help other students in Physics and Chemistry
Problems but Girls are reluctant. Similarly
Girls feel much comfortable than Boys to help
None 2 0 other in Mathematics and Biology.
18. I very often think Physics 20 35 More Girls often think about ideas on Biology
about the topics and Chemistry 14 23 and more boys think about ideas on Physics
ideas which I learn in Mathematics 17 14 and Chemistry. There is not much significant
_______ Biology 48 27 difference among Boys and Girls regarding
None 2 1 ideas on Mathematics.
19. Studying _______is Physics 25 4 More Girls says that studying Physics is waste
waste of time Chemistry 32 56 of time means least important subject for them
Mathematics 18 14 while for more Boys studying Chemistry and
Biology 9 20 Biology is waste of time. Mathematics is
None 17 6 equally important for both.
20. I always sleep during Physics 37 3 Here ‘sleep’ represent lowest level of
_______lessons Chemistry 34 46 enjoyment. 37% Girls least enjoy Physics in
Mathematics 12 28 comparison to just 3% Boys. On the other
Biology 9 15 hand 46 %, 28% boys least enjoy Chemistry
and Biology respectively in comparison to
None 9 7 34%, 9% Girls.
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21. I don’t like doing - Physics 37 4 This study also shows disinterest towards the
______ assignments Chemistry 19 42 subject and to solve the new problem which
Mathematics 24 30 actually they have to attempt in assignments.
Biology 14 24 37% Girls in comparison to only 4% Boys are
not interested in doing Physics assignments on
the other hand 42% Boys in comparison to
19% Girls are not interested in doing
None 7 0 Chemistry assignments.
22. ___ will help me to Physics 7 24 More Boys and Girls have opinion that
get a better job when I Chemistry 1 7 Mathematics is more important than other
leave school Mathematics 62 52 science subject to secure job. For Physics,
Biology 24 17 Chemistry and Biology their opinion is
None 5 0 different.
23. I would like a career Physics 5 28 Highest number of Girls and boys want
which involves Chemistry 0 10 Mathematics based job but 28% Boys in
_____________ Mathematics 55 42 comparison to 5% Girls are interested Physics
Biology 27 20 based job. No girls is interested in Chemistry
based job. The trend is reversed in Biology
27% Girls in comparison to 20% Boys prefer
None 13 0 Biology for their career.
24. ___ is too complicated Physics 34 6 Physics and Mathematics are complicated for
for most students to Chemistry 25 37 Girls; Chemistry, Mathematics and Biology
understand Mathematics 35 44 are complicated for Boys.
Biology 2 13
None 5 1
25. _____ is more Physics 20 21 This study shows feelings of different genders
important for boys Chemistry 7 11 are different. Girls feel that 54% Girls in
than for girls Mathematics 54 30 comparison to 30% Boys feel that
Biology 12 38 Mathematics is more important for boys than
for girls on the other hand 38% Boys in
comparison to 12% Girls feel that Biology is
None 7 0 more important for boys than for girls.
26. I have difficulty Physics 33 1 33% Girls in comparison to 1% Boys feel that
understanding the Chemistry 31 46 scientific terms of Physics are difficult. 46%
words and expressions Mathematics 17 23 in comparison to 31% Girls feel scientific
used in ______ Biology 16 30 terms of Chemistry are difficult. For scientific
terms of Biology 30 % Boys in comparison to
None 4 0 16% Girls feel difficult.
27. I find it difficult when Physics 33 7 33% Girls feel Physics and 42% Girls feel
I am asked to use what Chemistry 18 32 Mathematics is difficult in interpreting after
I have learned to solve Mathematics 42 48 learning. On the other hand Boys have more
new problems in Biology 3 11 difficulty in interpreting Chemistry and
Mathematics. Highest number of Boys and
Girls both feel that Mathematics is more
None 5 1 difficult to interpret.
28. I am not sure what I Physics 17 11 Boys and Girls both have opinion that they do
am doing half the time Chemistry 21 28 not know the objective while doing the
Mathematics 38 45 problems of Mathematics.
Biology 12 15
None 13 0
29. We have to do too Physics 20 14 56% Girls & 31% Boys feel that Biology
much writing in Chemistry 14 38 require more writing on the other hand 38%
science Mathematics 3 15 Boys feel that Chemistry require more writing
Biology 56 31 work.
None 7 1
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Table 2 : Mean, Standard Deviation and t-test results
Subject Pro Subject Anti Subject
Girls Boys T Girls Boys T
Mean SD Mean SD Test Mean SD Mean SD Test
Physics 0.991 5.657 2.451 3.718 2.041 5.525 11.882 1.901 5.742 2.007
Chemistry 0.535 4.30 1.17 3.713 1.032 4.109 8.214 6.873 8.937 1.54
Mathematics 4.446 15.29 3.732 8.60 0.39 4.218 14.371 5.113 7.525 0.53
Biology 3.396 11.26 2.521 6.90 0.63 2.782 14.288 3.59 5.576 0.52
Fig. 1 Results on Pro- and Anti- attitudes on each subject related issue
AATS Physics
70
40 PATS Physics 60
% Girls
% % Boys
Response (%)
50
Response (%)
40
20 30
20
10
0 0
PATS questionnaire AATS questionnaire
PATS Chemistry AATS Chemistry
25 % Girls
80
% Girls
% Boys 70
% Boys
20
60
Response (%)
Response (%)
15 50
40
10 30
20
5
10
0 0
PATS questionnaire AATS questionnaire
PATS Mathematics % Girls AATS Mathematics
70 60 % Girls
% Boys % Boys
60 50
50
Response (%)
Response (%)
40
40
30
30
20 20
10 10
0
0
PATS questionnaire
AATS questionnaire
% Girls
PATS Biology AATS Biology
60 60 % Boys
% Girls
50 % Boys 50
Response (%)
Response (%)
40 40
30 30
20 20
10 10
0 0
PATS questionnaire AATS questionnaire
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CONCLUSIONS
All the items of the questionnaire either show enjoyment, liking, pleasure, satisfaction, easy,
important in life etc. like feeling towards the subjects are categorized as Pro Attitude
Towards Subject (PATS), and disliking, difficult, uninspiring, unimportant in life etc. like
feeling are categorized as Anti Attitude Towards Subject (AATS). These data have, therefore
been analyzed by separating the items in every subject and graphs are plotted separately for
PATS and AATS opinion.
The findings of this study showed that there were significant differences between girls and
boys in terms of “enjoyment of different science subjects”, “ level of difficulty in each
subject” etc.
• PATS Physics graph shows that boys in comparison to girls have more positive attitude
towards Physics where as AAT S Physics graph shows more negative attitude of girls
towards Physics.
• PATS chemistry graph shows that girls are less interested in chemistry in comparison to
boys, on the other hand from AATS Chemistry graph the level of difficulty towards
chemistry among the girls is also not too high.
• For Mathematics, both PATS and AATS scenario are almost same. It means that there is no
significant attitudinal difference towards Mathematics among girls and boys.
• From PATS Biology graph girls have more interest in Biology than boys, on the other
hand AATS graph shows that even Biology is not too difficult for boys.
• The t-test results clearly show that there is a highly significant difference in attitude
towards Physics and Chemistry among girls and boys, whereas in Mathematics and
Biology difference in attitude merely significant.
Since the development of attitudes toward science is a complex function of cultural,
biological, psychological, educational and social factors, it is recommended that an integrated
approach should be adopted for investigating gender and developmental differences in
attitudes toward sci In order to arrest this situation, necessary efforts must be put in place to
ensure that opting of science subjects at school level are not only to pass examination to fulfil
the requirements for entry into engineering, medical or any such professional programmes of
studies but to continue the studies in these disciplines at higher level as well.
ACKNOWLEDGEMENT
We gratefully acknowledge the Director, Col. P C Sharma and Mr. Deepak Kumar Bugalia
of Nimawat Secondary school, Fatehpur, and Ms. Renu Seghal, Principal Mody School for
their support and input at early stages of this exercise. We would also like to thank the Dean,
Faculty of Engineering and Technology, MITS for the use of facilities to complete this work.
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