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All Journal International Journal of Educational Innovation and Research
Moses Mhide Kpum
University of South Africa
Education Languange, Linguistic, Communication & Media Mathematics Other

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Examining Gender Disparities in Self-Efficacy and Attitudes Towards Physics with the Implementation of a No-Zero Grading Technique in Secondary Schools Moses Mhide Kpum; Terungwa James Age
International Journal of Educational Innovation and Research Vol. 5 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v5i2.18503

Abstract

Gender disparities in science, technology, engineering, and mathematics (STEM) fields, particularly in physics, have been a persistent concern in educational research and policy. This study aimed to address these disparities by examining the impact of the No-Zero Grading Technique (NZGT) on self-efficacy and attitudes towards physics among male and female secondary school students. Using a one-group pretest-posttest design, the research involved 172 Senior Secondary Two students (93 males, 79 females) and employed the Physics Self-Efficacy Questionnaire (PSEQ) and Physics Attitude Scale (PAS) to measure outcomes. The NZGT was implemented in physics classes over six weeks, with teachers using a modified grading system that eliminated zero scores. Analysis of Covariance (ANCOVA) revealed no significant differences in physics self-efficacy ratings or attitude ratings towards physics between male and female students after exposure to NZGT, controlling for pretest scores. Both male and female students showed marked pretest-to-posttest gains in mean self-efficacy and attitude scores. Because this study used a one-group design without a control group, these gains cannot be attributed to NZGT alone and may also reflect maturation, repeated testing, or the concurrent teacher-training component; nonetheless, the absence of a gender gap after the intervention suggests that NZGT implementation is compatible with, and did not disrupt, equitable outcomes for male and female students.
Co-Authors Terungwa James Age