Gender and Location Influence on Ghanaian Students’ Perceptions of Energy and Classroom Learning

Abstract

This study used descriptive survey design to find out Senior High School students’ perceptions of energy and examined influences of gender and geographical location on students’ perceptions of energy. Data from 720 students in 18 Senior High Schools in Ghana was collected using a questionnaire comprising seven frameworks of energy. The collected data was analysed using frequency counts and percentages. Chi-square and multiple comparison tests were used to examine any significant differences of gender and geographical location on students’ perceptions of energy. The result shows that Senior High School students in Ghana perceive energy as anthropocentric, depository, an ingredient, an activity, a product of processes, functional and flow. In general, no significant differences exist between female and male students’ perceptions of energy except for energy as depository. No significant differences exist among urban, semi-urban and rural area students perceptions of energy as ‘depository’, ingredient, process and functional. However, students’ perceptions of energy as anthropocentric, activity and flow of fluid differ significantly between urban and semi- urban as well as urban and rural. In the physics or science classroom, when teaching energy, a better strategy is to build on what students perceive of energy and try to help them modify their perceptions in the appropriate manner rather than simply contradicting their perceptions.