STEM Perceptions and Barriers: The Influence of Gender and School Type among Junior High School Learners in the Central Region of Ghana

This study explores the perceptions and barriers to Science, Technology, Engineering, and Mathematics (STEM) education among junior high school learners in the Central Region of Ghana, focusing on the influences of gender and school type. The research utilised a descriptive survey design, and a structured questionnaire was used to collect data from 1,030 learners across 20 public and 10 private schools. A three-stage, multi-stage sampling approach was used to select the learners and the districts. The findings indicate that learners generally held positive perceptions of STEM courses, with the overall mean score suggesting that STEM education is considered valuable and relevant for future opportunities. However, the study revealed a gender disparity in perceptions, with male learners (M = 2.60, SD = 0.354) exhibiting a significantly more favourable view of STEM subjects compared to their female counterparts (M = 2.50, SD = 0.378). Additionally, learners attending private schools reported a higher perception of STEM education compared to those in public schools, suggesting that resource availability and school infrastructure influence learners’ attitudes toward STEM. Despite the positive perceptions, the study identified significant barriers that hinder learners’ engagement with STEM education. Financial constraints, limited access to resources, inadequate mentorship opportunities, and insufficient school infrastructure were highlighted as key challenges. The study found that these barriers, rather than cultural or gendered societal expectations, primarily affect learners’ ability to pursue STEM fields. The influence of gender and school type on the barriers faced by learners was also significant, with public school learners reporting more challenges compared to private school learners. The findings call for specific solutions to address these barriers, with a focus on improving resource allocation in public schools, providing mentorship programmes, and fostering an inclusive educational environment that encourages both male and female learners to pursue STEM careers.