GENDER DIFFERENCES IN SCIENCE ENGAGEMENT: A SURVEY STUDY OF EIGHTH- GRADE STUDENTS' LEARNING BEHAVIORS

Abstract

This study examines student engagement in science education, which has become
increasingly important for developing 21st-century skills among adolescents. Using a survey design with a 5-point Likert scale, the research collected data from 134 eighth-grade students (56% female, 44% male) through convenience sampling across multiple classes. The average engagement score was 3.8/5, with female students showing slightly higher engagement (3.9) than males (3.7). Key findings reveal that 72% of students demonstrated
active learning behaviors, including checking their work (item 1: mean=4.2) and making
connections between concepts (item 3: mean=4.1). However, 28% reported frustration
during science lessons (item 21). Gender differences emerged in persistence (females scored
15% higher on item 11) and collaboration (females averaged 4.3 vs males' 3.9 on item 29). The study highlights the need for differentiated engagement strategies to address gender-
specific learning patterns in science education.