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09 January, 2025: Research Article | American J Sci Edu Re, 2025; 4(1):100231
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An Interplay of Gender, School Type, and Grade Level on Senior High School Students’ Interest in Learning Science
Author(s): Kenneth Adu-Gyamfi1*, Benjamin Anim-Eduful2, Isaiah Atewini Asaki3, Joyce Delali Mawutor4
Department of Science Education, University of Cape Coast, Ghana  
DOI: https://doi.org/10.71010/AJSER-2025-e231
Article Notes:
Received Date: 24 December, 2024; Accepted Date: 02 January, 2025; Published Date: 09 January, 2025
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Abstract
Students’ interest in learning is one of the critical elements of learning science in high schools, with students likely to opt out of the general science program when the opportunity is given. Consequently, students’ interest is reported to be affected by several factors, such as the gender of students. In a cross-sectional survey research design, using quantitative approaches where an interplay of variables was possible, the researchers contributed to the literature on students’ interest in learning science by examining the combined effect of gender, school type, and grade level. Using multistage sampling procedures, 250 first-year, 186 second-year, and 306 third-year students, all in a ratio of one male to one female were selected to respond to the Questionnaire on Students’ Interest in Science. Through factorial ANOVA it was established that there was no interaction effect of gender across school type and grade level on students’ interest in learning science. In furtherance to the no interaction effect, the main effect of gender and students’ interest as well as school type and grade level, with post-hoc comparisons using the Bonferroni test on high school students’ interest and grade level. The implications of the findings are discussed to inform policy, research, practice, and decision-making.

How to Cite:

Adu-Gyamfi K, Anim-Eduful B, Asaki I, A, Mawutor J, D (2025) An Interplay of Gender, School Type, and Grade Level on Senior High School Students’ Interest in Learning Science. American J Sci Edu Re: AJSER-231.

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