Gender, science self-efficacy and science related career aspirations among ordinary level students in Wakiso District

Abstract

The study examined the gender difference in science self-efficacy and science related career aspirations and the influence of science self-efficacy on science related career aspirations among ordinary level students in Wakiso district. A cross sectional research design was employed to collect data from 242 ordinary level students using a self-administered questionnaire. Simple random sampling technique was used to select the respondents. Data analysis was done using SPSS version 22 and specific objectives tested using the t-test, Pearson product-moment correlation and multiple regression analysis. Results revealed that overall, there existed no gender difference in science self-efficacy. However, considering its specific dimensions, there was a significant gender difference in Physics self-efficacy but no significant gender difference in Biology self-efficacy, Chemistry self-efficacy and laboratory self-efficacy. There was also no gender difference in overall science related career aspirations but on analysing its dimensions, there was a significant gender difference in science educational aspirations and no significant gender difference in science occupational aspirations. Results also revealed a significant positive relationship between science self-efficacy and science related career aspirations and that generally, science self-efficacy does not moderate the gender difference in science related career aspirations but on analysing its dimensions, results reveal that Physics self-efficacy negatively and significantly moderates the gender difference in science related career aspirations but no significant moderation effect was found for Biology self-efficacy, Chemistry self-efficacy and Laboratory self-efficacy. The findings imply male and female students differ in their confidence to accomplish academic tasks in Physics differs but their confidence to accomplish academic tasks in Biology, Chemistry or the Laboratory does not. It was also concluded that an increase in science self-efficacy increases the likelihood of a student aspiring for a science related career. It was recommended that attempts to reduce the gender difference in science educational aspirations should focus on improving science self-efficacy. Educationists are therefore required to help students build their science self-efficacy through embedding science awareness into science lessons and mentoring all of which could help leaners gain confidence that they can successfully accomplish academic tasks in sciences and in the long run this could boost their science career aspirations.