Influence of gender on secondary school physics students’ learning difficulties in electricity

Abstract This study investigates the influence of gender on learning difficulties in electricity among senior secondary school physics students in Ondo State, Nigeria. A descriptive survey research design was adopted for the study, and data were collected from 300 students and 30 physics teachers across selected schools via the simple electric circuit diagnostic test and the teacher survey on gender differences in learning electricity. The analysis utilized both descriptive and inferential statistics. The findings indicate that a significant proportion of the students experienced difficulties with various electricity concepts, with notable gender differences in reported difficulties. Furthermore, these identified gender differences in learning difficulties and confidence levels significantly impacted academic performance in electricity concepts. The study concludes with recommendations for implementing targeted instructional strategies, enhancing confidence-building activities, promoting collaborative learning environments, and providing professional development for teachers. These measures aim to create a more inclusive and effective learning environment that addresses learning difficulties in electricity.