Differences among Female Students in Science and Technology-based University Programmes in Their Motivation to Learning Science in Ghana

Abstract

The study was aimed at investigating differences among female students in science and technology-based university (STU) programmes in their motivation in learning science. The study utilized cross-sectional descriptive survey design. The theoretical framework for this study was based upon the Self-determination theory of motivation and Social Learning Theory of Career Decision-Making. The target population comprised 1192 final year female students pursuing science and technology-based programmes at the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. 328 final year female students in the 2008/2009 academic year pursuing engineering, medicine, pharmacy and CS/ICT formed the sample. A Self-Report Survey Questionnaire was designed and administered. It had reliability coefficient of 0.88 for section B using Cronbach alpha formula. The study revealed that parents, especially fathers, involvement in science and technology competitions, students' involvement in science clubs, status of jobs in STU careers, and self-motivation influenced female students' choice of science at the senior high school (SHS) level and in STU programmes. One-way between group analysis of variance (ANOVA) and Hotchberg GT2 Post hoc analyses indicated that there were significant differences in motivation among some of the four groups of students. It was concluded that female students in various STU programmes at the university level are motivated by different factors.