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<p>This study investigates gender differences in science among 220 high-ability Grade 8 students in Singapore, framed within the theoretical constructs of Cognitive Load Theory and Academic Self-Concept Theory. By examining these frameworks, the research aims to uncover the cognitive and psychosocial factors contributing to gender disparities in Science, Technology, Engineering, and Mathematics (STEM) education. Participants completed a physics test and a psychosocial questionnaire. The findings reveal that females tend to use more operational lines in problem-solving tasks, though this difference is marginally significant. Notably, females exhibit significantly lower academic self-concept in both mathematics and physics compared to males, even after controlling for physics achievement. This study underscores the critical need to address these disparities to promote gender equity in STEM education. These insights deepen our understanding of the cognitive and psychosocial factors that perpetuate the STEM gender gap and highlight the necessity for targeted interventions to support female students in developing a stronger academic self-concept in STEM subjects. By addressing these issues, educators and policymakers can foster a more inclusive and supportive learning environment, encouraging equal participation and success for all students in STEM fields.</p>

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Understanding STEM gender differences through the lens of cognitive load and academic self-concept frameworks

  • 期刊论文

  • 发表日期：

    2025年11月14日

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  • Munirah Shaik Kadir,
  • Imelda Santos Caleon,
  • Wei Xun Koh,
  • Alexander Seeshing Yeung

摘要

This study investigates gender differences in science among 220 high-ability Grade 8 students in Singapore, framed within the theoretical constructs of Cognitive Load Theory and Academic Self-Concept Theory. By examining these frameworks, the research aims to uncover the cognitive and psychosocial factors contributing to gender disparities in Science, Technology, Engineering, and Mathematics (STEM) education. Participants completed a physics test and a psychosocial questionnaire. The findings reveal that females tend to use more operational lines in problem-solving tasks, though this difference is marginally significant. Notably, females exhibit significantly lower academic self-concept in both mathematics and physics compared to males, even after controlling for physics achievement. This study underscores the critical need to address these disparities to promote gender equity in STEM education. These insights deepen our understanding of the cognitive and psychosocial factors that perpetuate the STEM gender gap and highlight the necessity for targeted interventions to support female students in developing a stronger academic self-concept in STEM subjects. By addressing these issues, educators and policymakers can foster a more inclusive and supportive learning environment, encouraging equal participation and success for all students in STEM fields.