Kennedy Webabai Amoah

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.