Constraints experienced by female students pursuing science and technology-based university programmes in their learning of science in Ghana

Abstract

This paper is part of a larger study to investigate female students in science and technology-based university (STU) programs in their motivation, perception and constraint in learning science at senior high school and consequently science and technology-based programs at the university level. The conceptual framework is rooted in Steele's concept of stereotype threat, which is the experience of anxiety or concern in a situation where a person has the potential to confirm a negative stereotype about their social group. The investigation was conducted among 328 final year female students pursuing engineering, medicine,

Navigating academic performance: Unravelling the relationship between emotional intelligence, learning styles, and science and technology self-efficacy among preservice science teachers

“…Factors such as IQ, socioeconomic status, constraints, perception of learning science, motivation, peer interactions, teacher-student relationships, parental involvement, and personality influence academic performance [ [14] , [15] , [16] , [17] ]. [ 16 ] found that parental involvement and peer interactions were significant predictors of academic performance among university students.…”

Using Analogies to Dispel Misconceptions about Chemical Equilibrium among Students Studying Agricultural Science

“…This motivation propels them to invest time and effort in understanding complex equilibrium ideas, improving their topic comprehension, and dispelling misconceptions. Limitations, such as time constraints or restricted access to materials, can present significant obstacles to science learners' engagement with concepts of chemical equilibrium and may impede their ability to effectively correct misconceptions (Amponsah et al, 2013). Because their discipline is interdisciplinary and requires them to reconcile theoretical knowledge with practical applications in agricultural environments, agricultural science students may confront specific challenges (Taylor & Green, 2019).…”