Scientific Reasoning Skills of Upper Primary School Pupils in Ghana: A Comparative Study of Public and Private School Pupils

ABSTRACT Educational abilities, such as scientific reasoning, are affected by different factors. A critical factor believed to influence educational success is the nature of the school that provides the educational experience. The disparities between pupils in private and public institutions in terms of learning outcomes are well documented. However, very little is known about the differences in scientific reasoning between private and public school pupils in Ghana. This article aimed to determine the difference in the scientific reasoning skills of upper primary school pupils in private and public schools in Ghana. A cross‐sectional survey design was used to measure the scientific reasoning abilities of 1066 upper primary school pupils in private and public schools using the revised Science P Reasoning Inventory (SPR‐I). The results showed that upper primary school pupils in private schools demonstrated higher scientific reasoning abilities than their counterparts in public schools. The provision of essential teaching and learning resources that foster the development of pupils' scientific reasoning skills in public schools should be prioritized. Educators should select appropriate teaching and learning techniques that provide equal opportunities to pupils regardless of their school type to develop and enhance their scientific reasoning skills.