Gender motivational gap and contribution of different teaching approaches to female students’ motivation to learn physics

Abstract

Abstract This research focuses on potential gender differences in motivation to learn Physics with the aim to determine the weakest female motivational components to learn Physics and the contribution of different teaching approaches (using real and virtual experiments) on those components and motivation for learning Physics in general. These two approaches were chosen as the most commonly used approaches in physics but without clear compared indication on females’ motivation. The standardized questionnaire SMTSL (Student’s Motivation towards Science Learning) is used for the measurements. The results show that for female students the weakest motivational components to learn Physics are the importance of Physics as a science and self-efficacy. Virtual experiments contribute more to females’ motivation to learn Physics than applying real experiments. The female students who used real experiments show fear of being laughed at by their male peers and express doubt in their self-knowledge. Although the applied approaches cause some improvements in female students’ self-efficacy, they are not statistically significant. Research results suggest that teachers need to apply such teaching approaches that engage girls and encourage their learning and development in order to improve their self-efficacy and other motivational components.