Assessing gender disparities and variability in STEM education using subject scores

Vhutshilo Nekhubvi, Vuledzani Makhoshi, Vhutshilo Molaudzi, Thakhani Ravele, Ndivhuwo Ndou and Rendani Netshikweta
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Vhutshilo Nekhubvi: University of venda
Vhutshilo Molaudzi: University of venda
Thakhani Ravele: University of venda
Ndivhuwo Ndou: University of venda
Rendani Netshikweta: University of venda

International Journal of Research in Business and Social Science (2147-4478), 2025, vol. 14, issue 2, 352-364

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

Date: 2025
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