Webabai Amoah Kennedy

Abstract: This study investigated the factors influencing female students’ academic success in Physics and examined gender differences in performance at Navrongo Senior High School. Using an explanatory sequential mixed-method design, the research combined qualitative interviews with quantitative analysis of standardized Physics test scores. Quantitative results showed that although female students slightly outperformed their male counterparts (mean scores of 70.6 and 69.7, respectively), the difference was not statistically significant (t = –0.36, p = 0.717, Cohen’s d = –0.066). This finding suggests that gender alone does not determine performance in Physics. Qualitative findings highlighted the critical role of effective study habits, positive attitudes toward Physics, classroom participation, teacher support, and peer collaboration in achieving academic success. Female students particularly emphasized the importance of an inclusive and supportive classroom environment that fosters confidence and engagement in a traditionally male-dominated field. The study challenges stereotypes about girls’ participation in Physics and underscores the influence of social relationships, teaching strategies, and personal motivation on achievement. It concludes that promoting female success in Physics requires collective efforts centered on inclusive practices, responsive teaching, and sustained encouragement. The study recommends promoting structured study habits, improving students’ perceptions of Physics through positive messaging, enhancing engagement, and expanding experiential learning opportunities to support equitable achievement.