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Assessing gender disparities and variability in STEM education using subject scores

Author

Listed:
  • Vhutshilo Nekhubvi

    (University of venda)

  • Vuledzani Makhoshi
  • Vhutshilo Molaudzi

    (University of venda)

  • Thakhani Ravele

    (University of venda)

  • Ndivhuwo Ndou

    (University of venda)

  • Rendani Netshikweta

    (University of venda)

Abstract

The study claims that gender greatly affects STEM performance, with one gender continuously outperforming another, which may influence instructors' methods. One gender's performance ratings vary more than the other, suggesting STEM academic success is inconsistent. We collected data using varied methodologies. STEM enrolment and performance data were evaluated using Python statistical analysis programs with mean, median, and variability evaluations, and boxplots, pie charts, and bar charts were shown. This study found that (i) STEM qualifications have significant enrolment disparities, with Extended BSc Biochemistry and Microbiology being the most popular and Extended BSc Mathematics and Statistics being the least, and (ii) curriculum attractiveness and employment prospects strongly influence student selections. Female students excelled in Biology, Chemistry, and English, while male students excelled in IT and Mathematics. Finally, informed policy formulation and curriculum development are needed to improve STEM student engagement and achievement across genders. Key Words:STEM, IT, physics, mathematics, English

Suggested Citation

  • Vhutshilo Nekhubvi & Vuledzani Makhoshi & Vhutshilo Molaudzi & Thakhani Ravele & Ndivhuwo Ndou & Rendani Netshikweta, 2025. "Assessing gender disparities and variability in STEM education using subject scores," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 14(2), pages 352-364, March.
    • Handle: RePEc:rbs:ijbrss:v:14:y:2025:i:2:p:352-364
    DOI: 10.20525/ijrbs.v14i2.3902
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