The Role of Gender in the Motivation Performance Nexus in Physics Education

Abstract

This study examined the motivational variations between genders and how they relate to physics students' performance. Its specific objectives were to (1) identify key motivational constructs that influence students’ engagement and academic performance in physics, (2) measure and compare motivation levels among male and female physics students using selected motivational construct, (3) examine whether there are statistically significant differences in motivation between male and female students, (4) analyze the relationship between students’ motivation levels and their academic achievement in physics. The study used a descriptive-correlational design, and the Statistical Package for the Social Sciences (SPSS) was used to analyze the data. The statistical methods used were weighted mean, Pearson product-moment correlation, and analysis of variance (ANOVA). The results showed that, in comparison to their male peers, female students showed higher levels of motivation for their grades and careers. The degree of grade motivation varied significantly across the sexes, with female students showing a greater degree of drive. The findings imply that to improve physics performance, more research into gender-specific motivating factors is necessary. A planned intervention to increase physics students' motivation was created based on the results.