The Difference between Male and Female Students’ Self-Efficacy, Academic Engagement and Academic Achievement in Biology among Grade Ten Students in South Wollo Zone Schools in Ethiopia

Abstract

The aim of this study was to examine the differences between male and female students’ self-efficacy, academic engagement and academic achievement in biology among Grade 10 students in South Wollo Zone Schools in Ethiopia. In order to examine the specified aim of this study, 380 (192 male and 188 female) grade ten students were selected from two schools. Convenience sampling was used to select the schools and random sampling to select participant students. The Amharic version of the instruments adapted from “Science Self Efficacy Questionnaire (SSEQ)” and “High School Survey on Student Engagement (HSSSE, 2005) Questionnaire” were used. These questionnaires were administered during the last week of May 2012. Academic achievement test in biology was administered to collect data on students’ performance score during the first week of June 2012. T-test was used to analyze quantitative data. The results of the study indicated that there was statistically significant difference between male and female students in self-efficacy and academic achievement in biology. Male students showed higher self-efficacy and academic achievement in biology than female students. There was no statistically significant difference between male and female students in academic engagement, although, there was a slight mean difference in favour of male students. The results of this study may have its own contributions to educational planners, schools administrators, teachers and parents in dealing with issues relating to the differences between male and female students’ self-efficacy and academic achievement in biology. Increase in female students’ self-efficacy and academic engagement could decrease the gap between male and female student academic achievement in biology. Therefore, biology teachers and educators need to factor in self-efficacy and academic engagement as useful strategies in their intervention mechanism in order to reduce the differences between male and female students’ in academic achievement in biology.

DOI: 10.5901/mjss.2014.v5n23p804