Abstract

This study conducted a comparative analysis of the performance of male and female students in physics at the West African Examination Council (WAEC) examination scores over five years in Zuarungu Senior High School in the Upper East Region of Ghana with a sample size of 419. Historical data was obtained from Zuarungu Senior High School, and statistical analysis was conducted using SPSS version 26.0.

The findings revealed fluctuations in performance trends over the years, with females generally showing a slightly higher count in the A1-C6 and D7-E8 grade categories, while males had a higher count in the F9 grade category. These disparities underscore the need for targeted interventions to promote gender equity in physics education. Recommendations include implementing gender-sensitive teaching practices, promoting diverse role models, and creating inclusive learning environments.

Overall, the study contributes to the existing literature on gender differences in physics performance and provides insights for educators and policymakers to address these disparities effectively.