Girls Engagement and Their Achievement in Science in Sindhupalchok District: A Correlation Study

Abstract

This study entitled “Girls’ Engagement and their Achievement in Science in Sindupalchok District: A Correlation Study” was carried out with the aim of find out the correlation between girls engagement and their achievement and factors affecting of the girls in school science of the grade nine students of Sindhupalchok district. To carry out the study, both quantitative and qualitative or mixed research design has been adopted. The population of the study was all public secondary school from Sindhupalchok district. Purposive sampling technique was used to select the schools from the defined population. The sample population consisted of 40 students, 20 students from each school with equal number of girls and boys. The researcher used one set of achievement test item, two sets of interview guidelines and questionnaires which was one for teacher and another for students and two sets of class observation form based on Likert’s Scale which was one for teachers and another for students as tools for collecting primary data. Then used Pearson’s formula to calculate the coefficient of correlation (r) between meaningful engagement and achievement of girl students. The findings of the study showed that the engagement of girl students was analysed in class attendance, interaction with teachers and students and extra activities of girl students. The achievement of boy students was slightly better than achievement of girl students and the correlation between girls’ engagement and their achievement in science was positive. The students have done better in engagement than their achievement. The main factor of girls’ engagement in school science was menstruation period of girls which affected the participation of girls in classroom directly. The findings of the study also found that background of the family, environment of the school, management system of the school, curiosity and interest of the students was other factors of girls’ engagement which directly and indirectly affected the achievement of girls in school science. The finding of the study can be used by science teacher, curriculum designer, administrative depart of the school for designing activities and teaching strategies that could address the engagement and achievement of girl students’. It will provide some suggestions to the educational practitioners, teachers, researchers, stakeholder related to school and female rights to adopt new strategies to increase girls’ engagement and achievement in school science.