Research papers
2006 · The Journal of Educational Research · 6,931 citations
The authors provide a basic set of guidelines and recommendations for information that should be included in any manuscript that has confirmatory factor analysis or structural equation modeling as the primary statistical analysis technique. The authors provide an introduction to both techniques, along with sample analyses, recommendations for reporting, evaluation of articles in The Journal of Educational Research using these techniques, and concluding remarks.
2010 · Journal of Research in Science Teaching · 1,086 citations
Abstract This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real‐world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real‐world/contextual connections less frequently. The explicit discussion of under‐representation of women in science was positively related to physics identity for female students but had no impact for male students. Surprisingly, several experiences that were hypothesized to be important for females' physics identity were found to be non‐significant including having female scientist guest speakers, discussion of women scientists' work, and the frequency of group work. This study exemplifies a useful theoretical framework based on identity, which can be employed to further examine persistence in science, and illustrates possible avenues for change in high school physics teaching. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 978–1003, 2010
2012 · International Journal of Physics & Chemistry Education · 2 citations
This paper describes a qualitative study of how to improve females’ involvement in the learning of physics at the tertiary level. The study was conducted at the University of Cape Coast (UCC) and some select Senior High Schools (SHS) in the Cape Coast Metropolis, Ghana. Participants for the study were undergraduate female non-physics students, undergraduate female physics students, SHS final year female science students and physics lecturers and tutors. The study found that majority of female students do not pursue physics at higher levels of education because they perceived the subject as difficult, irrelevant, and one that has no or limited career opportunities. The participants, however, were optimistic that female participation in physics can be improved if necessary steps were taken to erase the widely held perceptions that have been associated with the study of the subject and its related career opportunities.
2025 · International Journal of Latest Technology in Engineering Management & Applied Science
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.
2025 · International Journal of Latest Technology in Engineering Management & Applied Science
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.