GENDER DIFFERENCES IN SCIENTIFIC LITERACY AND ATTITUDES TOWARD SCIENCE LEARNING AMONG SENIOR SECONDARY SCHOOL STUDENTS IN MAGAMA LOCAL GOVERNMENT AREA OF NIGER STATE.

Abstract

This study investigated gender differences in scientific literacy and attitudes toward science learning among senior secondary school students in Magama local government area of Niger State, Nigeria. A descriptive survey design was adopted. The population comprised of SS II students in public secondary schools, from which 200 students were selectedthrough multistage sampling. Two instruments were used: the Scientific Literacy Test (SLT) and the Science Learning Attitude Questionnaire (SLAQ), both validated and tested for reliability. Data were analyzed using descriptive statistics, independent samples t-tests, Pearson correlation, and multiple regression. Findings revealed that male students had a slightly higher mean score in scientific literacy (mean = 52.36) compared to female students (mean = 49.18), with the difference being statistically significant (t = 2.31, p < .05). Attitudes toward science learning also showed significant gender differences, as males expressed higher interest and self-confidence, while females demonstrated higher perceived relevance but lower efficacy. A positive, moderate correlation was found between attitudes and scientific literacy (r = .42, p < .01). Regression analysis indicated that interest in science and self-efficacy were significant predictors of scientific literacy, accounting for 28% of the variance. The study concluded that gender disparities in both scientific literacy and attitudes persist in Niger State, and that attitudes significantly influence students’ science performance. It was recommended that teachers adopt gender-responsive pedagogies, guidance counselors encourage female participation in science, and policymakers design interventions to reduce gender gaps in science education.