1. PERFORMANCE OF GHANAIAN GIRLS IN PHYSICS: THE WAY FORWARD Aba Andam 1, Paulina Ekua Amponsah 2 and Elsie Effah Kaufmann 1 1 Deparment of Physics, University of Ghana, Legon-Accra, Ghana 2 Geological Survey Department of Ghana, Accra, Ghana

2. INTRODUCTION Women generally, are highly under-represented in Science and Technological disciplines. This trend has been created by the widely held notion that the Sciences including Physics are a reserve of men. Socio-cultural factors, discrimination, and lack of self confidence on the part of women in the choice of their careers are some of the causes to this problem. To overcome this difficulty or barrier women have to be bold, confident, determined, courageous, hardworking and persistent in their endeavour to pursue courses like Physics which are dominated by men.

3. INTRODUCTION There is no policy in Ghana that prevents girls from either enrolling in school, pursuing higher education or opting for Science and technology related subjects. However, only a few pursue higher education and a small percentage opt for Science and Technology related subjects.

4. STRATEGIES AND ACTIONS TO ADDRESS THE UNDER-REPRESENTATION OF GHANAIAN GIRLS IN PHYSICS Science Technology and Mathematics Education Clinic For Girls (STME) –The Ghana Education Service, recognising the important role women play both in the family and society, started this clinic in 1987. The main aim was to create awareness and to increase and sustain girls participation in Science and Technology. Thus contributing to the emergence of a new generation of women leaders in science and Technology. –This programme which is organised annually, has brought a great change in the perception, performance and participation of girls in Science. –Through the concerted effort of parents and teachers this clinic has had a great impact on girls.

5. STRATEGIES AND ACTIONS TO ADDRESS THE UNDER-REPRESENTATION OF GHANAIAN GIRLS IN PHYSICS Achievement of Girls in Physics –Parents, teachers, role models and resource persons are brought together to talk and interact with the girls. The girls are made to do projects, which they mount for parents to see and appreciate. Role models and resource persons also take the girls through some projects in their area of expertise. They visit industries where they are exposed to a lot of new things, which they begin to appreciate and develop interest from there.

6. The number of Ghanaian girls participating in Physics doubled between 1995 and 2000. The graph shows an increase from 515 students in 1995 to 1087 students in 2000.

7. Distribution of students by grade. Students obtaining grades A to E are considered to have passed Physics.

8. The performance of Ghanaian girls participating in Physics improved between 1995 and 2000. The graph shows an increase in the percentage of girls passing Physics (P) from 62% in 1995 to 82% in 2000.

9. There is no clear trend between the number of girls participating in Physics as a function of time for this girls’ school. The graph shows an increase from 37 students in 1995 to 62 students in 2000.

10. Distribution of students by grade. Students obtaining grades A to E are considered to have passed Physics.

11. The performance girls participating in Physics at this girls’ school did not vary widely between 1995 and 2000. The graph shows that an average of 87% students passed Physics annually.

12. The participation and performance of girls in Physics for 4 average schools. Between 1995 and 2000, an average of 34.3% of all students taking Physics each year were girls. There was no statistical difference between the percentage of girls and the percentage of boys passing Physics (p=0.32).

13. CONCLUSION Between 1995 and 2000, there was an increase in the number of Ghanaian girls participating in Physics.Between 1995 and 2000, there was an increase in the number of Ghanaian girls participating in Physics. In four average schools, girls represented 34.3% of students taking Physics.In four average schools, girls represented 34.3% of students taking Physics. The performance of the girls participating improved between 1995 and 2000.The performance of the girls participating improved between 1995 and 2000. –A greater percentage of passes in Physics. The strategies and actions being taken to address the under-representation of girls in Science, and specifically Physics, appear to be effective.The strategies and actions being taken to address the under-representation of girls in Science, and specifically Physics, appear to be effective. –These programmes must be expanded to accommodate more girls.