Influence of psychosocial predictors and school counseling interventions on female secondary school students’ learning outcomes in science

  • Akilu Ismail orcid

    Department of Science Education, Federal University Gusau, Gusau 860211, Nigeria
  • Adamu Umar Mohammed orcid

    Department of Science and Environmental Education, University of Abuja, Abuja 902101, Nigeria
  • Halimat Bashir Ibrahim orcid

    Guidance and Counselling Unit, Government Secondary School, Kaduna State Ministry of Education, Zaria 810211, Nigeria
  • Olatunbosun Mujidat Lukman orcid

    Department of Science Education, Federal University Gusau, Gusau 860211, Nigeria
Article ID: 4171
DOI: https://doi.org/10.59400/fes4171
Keywords: STEM education, gender equity, psychosocial factors, school counseling, self-efficacy, female students

Abstract

Efforts to address gender disparities in Science, Technology, Engineering, and Mathematics (STEM) education remain limited in many developing countries, particularly where psychosocial barriers and inadequate school counseling systems intersect. This study examined the combined influence of psychosocial predictors and school counseling interventions on female secondary school students’ learning outcomes in science. A quantitative correlational survey design was employed involving 360 female senior secondary school students and 30 school counselors drawn from 30 public schools with functional counseling units. Data were collected using standardized instruments measuring psychosocial factors, counseling access, and science achievement records. Findings of the study indicate that psychosocial factors significantly predict science learning outcomes, with self-efficacy emerging as the strongest positive predictor, while internalized gender stereotypes exert a significant negative influence. Furthermore, higher levels of counseling access were associated with greater science self-efficacy, interest, and achievement among students. Among counseling strategies, self-efficacy enhancement workshops were rated as the most effective intervention. The results provide evidence for the integrated influence of psychosocial factors and school counseling interventions in explaining gender disparities in science education. It indicates that strengthening gender-responsive counseling systems may support improved confidence, engagement, and achievement among female students in science.

Published
2026-02-15
How to Cite
Ismail, A., Adamu Umar Mohammed, Halimat Bashir Ibrahim, & Olatunbosun Mujidat Lukman. (2026). Influence of psychosocial predictors and school counseling interventions on female secondary school students’ learning outcomes in science. Forum for Education Studies, 4(1). https://doi.org/10.59400/fes4171
Issue
Vol. 4 No. 1 (2026): In Progress
Section
Article

Copyright (c) 2026 Akilu Ismail

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

[1]References

[2]United Nations Educational, Scientific and Cultural Organization (UNESCO). Cracking the Code: Girls' and Women's Education in Science, Technology, Engineering, and Mathematics (STEM). UNESCO; 2017.

[3]Cheryan S, Master A, Meltzoff AN. Cultural stereotypes as gatekeepers: increasing girls’ interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology. 2015; 6. doi: 10.3389/fpsyg.2015.00049

[4]Master A, Cheryan S, Meltzoff AN. Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science. Journal of Educational Psychology. 2016; 108(3): 424–437. doi: 10.1037/edu0000061

[5]Goos M, Kelly R. Addressing the gender gap in science: Lessons from examining international initiatives. Pure and Applied Chemistry. 2021; 93(8): 949–954. doi: 10.1515/pac-2021-0102

[6]Lindberg SM, Hyde JS, Petersen JL, et al. New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin. 2010; 136(6): 1123–1135. doi: 10.1037/a0021276

[7]Tucker-Drob EM, Cheung AK, Briley DA. Gross Domestic Product, Science Interest, and Science Achievement: A Person × Nation Interaction. Psychological Science. 2014; 25(11): 2047–2057. doi: 10.1177/0956797614548726

[8]Hu X, Jiang Y, Bi H. Measuring science self-efficacy with a focus on the perceived competence dimension: Using mixed methods to develop an instrument and explore changes through cross-sectional and longitudinal analyses in high school. International Journal of STEM Education. 2022; 9(1): 47. doi: 10.1186/s40594-022-00363-x

[9]Yang H, Xiang J. Peer support and academic engagement: The moderated mediation model for college students. Psychology in the Schools. 2025; 62(1): 281–295. doi: 10.1002/pits.23324

[10]Robinson KA, Perez T, White-Levatich A, et al. Gender differences and roles of two science self-efficacy beliefs in predicting post-college outcomes. The Journal of Experimental Education. 2022; 90(2): 344–363. doi: 10.1080/00220973.2020.1808944

[11]Wang MT, Ye F, Degol JL. Who Chooses STEM Careers? Using A Relative Cognitive Strength and Interest Model to Predict Careers in Science, Technology, Engineering, and Mathematics. Journal of Youth and Adolescence. 2017; 46(8): 1805–1820. doi: 10.1007/s10964-016-0618-8

[12]Abrha M, Kelkay AD, Seifu A. Gender responsive pedagogy practices: Secondary school science teachers in Ethiopia. Journal of International Women’s Studies. 2023; 25(1): 20. Available online: https://vc.bridgew.edu/jiws/vol25/iss1/20/

[13]Kanga BM. Gender Comparison in the Effectiveness of Guidance and Counselling Services in Enhancing Students’ Adjustment to School Environment in Boarding Secondary Schools in Kenya. International Journal of Advanced Engineering Research and Science. 2017; 4(3): 1–14. doi: 10.22161/ijaers.4.3.1

[14]Ayeni OO, Chisom ON, Hamad NMA, et al. Enhancing STEM education through emotional intelligence and counseling techniques. World Journal of Advanced Research and Reviews. 2024; 21(2): 903–916. doi: 10.30574/wjarr.2024.21.2.0503

[15]Ribeirinha T, Baptista M, Correia M. Investigating the Impact of STEM Inquiry-Based Learning Activities on Secondary School Student’s STEM Career Interests: A Gender-Based Analysis Using the Social Cognitive Career Framework. Education Sciences. 2024; 14(10): 1037. doi: 10.3390/educsci14101037

[16]McGuire L, Hoffman AJ, Mulvey KL, et al. Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents. Sex Roles. 2022; 87(9–10): 455–470. doi: 10.1007/s11199-022-01327-9

[17]Steele CM. A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist. 1997; 52(6): 613–629. doi: 10.1037/0003-066X.52.6.613

[18]Ngozi EG, Kalu-Uche N. Strategies for Closing the Gender Gap in Science & Technology (S&T) Classrooms in Nigeria Secondary Schools: Teachers’ Perception of Gender Mainstreaming. Journal of Educational and Social Research. 2013; doi: 10.5901/jesr.2013.v3n8p9

[19]Isma’il A, Abbas M, Ibrahim A. Enrollment Trends, Motivations, and Future Aspirations of Female Undergraduate Students in STEM Courses at Federal University Gusau—Nigeria. Global Academic Journal of Humanities and Social Sciences. 2023; 5(3): 142–150. doi: 10.36348/gajhss.2023.v05i03.001

[20]Amoadu M, Agormedah EK, Obeng P, et al. Gender Differences in Academic Resilience and Well-Being among Senior High School Students in Ghana: A Cross-Sectional Analysis. Children. 2024; 11(5): 512. doi: 10.3390/children11050512

[21]Manyilizu MC. Effectiveness of virtual laboratory vs. paper-based experiences to the hands-on chemistry practical in Tanzanian secondary schools. Education and Information Technologies. 2023; 28(5): 4831–4848. doi: 10.1007/s10639-022-11327-7

[22]Bandura A. Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall; 1986.

[23]Bandura A. Self-Efficacy: The Exercise of Control. W.H. Freeman; 1997.

[24]Li Y, Singh C. Impact of perceived recognition by physics instructors on women’s self-efficacy and interest. Physical Review Physics Education Research. 2023; 19(2): 020125. doi: 10.1103/PhysRevPhysEducRes.19.020125

[25]Bem SL. Gender schema theory: A cognitive account of sex typing. Psychological Review. 1981; 88(4): 354–364. doi: 10.1037/0033-295X.88.4.354

[26]Cole S, McCarthy-Curvin A, Thompson C, et al. Investigating guidance counselors’ perceived sense of preparedness and support in carrying out their job. Global Journal of Guidance and Counseling in Schools: Current Perspectives. 2023; 13(2): 65–80. doi: 10.18844/gjgc.v13i2.9094

[27]Cotner S, Jeno LM, Walker JD, et al. Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence. International Journal of STEM Education. 2020; 7(1): 55. doi: 10.1186/s40594-020-00252-1

[28]Pennington CR, Kaye LK, Qureshi AW, et al. Do gender differences in academic attainment correspond with scholastic attitudes? An exploratory study in a UK secondary school. Journal of Applied Social Psychology. 2021; 51(1): 3–16. doi: 10.1111/jasp.12711

[29]Joseph Owan V. Effects of Gender, Test Anxiety and Test Items Scrambling on Students Performance in Mathematics: A Quasi-Experimental Study. World Journal of Vocational Education and Training. 2020; 2(2): 56–75. doi: 10.18488/journal.119.2020.22.56.75

[30]Paechter M, Luttenberger S, Ertl B. Distributing Feedback Wisely to Empower Girls in STEM. Frontiers in Education. 2020; 5: 141. doi: 10.3389/feduc.2020.00141

[31]Jacob M, Iannelli C, Duta A, et al. Secondary school subjects and gendered STEM enrollment in higher education in Germany, Ireland, and Scotland. International Journal of Comparative Sociology. 2020; 61(1): 59–78. doi: 10.1177/0020715220913043

[32]Happe L, Buhnova B, Koziolek A, et al. Effective measures to foster girls’ interest in secondary computer science education: A Literature Review. Education and Information Technologies. 2021; 26(3): 2811–2829. doi: 10.1007/s10639-020-10379-x

[33]Kang J. Gendered Science Practice at Secondary School and its Effects on Science Motivations. International Journal of Science and Mathematics Education. 2023; 21(6): 1725–1747. doi: 10.1007/s10763-022-10325-y

[34]Chen C, Sonnert G, Sadler PM. The effect of first high school science teacher’s gender and gender matching on students’ science identity in college. Science Education. 2020; 104(1): 75–99. doi: 10.1002/sce.21551

[35]Shahin M, Ilic O, Gonsalvez C, et al. The Impact of a STEM-based Entrepreneurship Program on the Entrepreneurial Intention of Secondary School Female Students. arXiv preprint. 2020; doi: 10.48550/ARXIV.2012.03746

[36]Egbule EO. Senior secondary school students’ preferences by gender for counseling in Delta State, Nigeria. GPH–International Journal of Educational Research. 2023; 6(4): 45–53. doi: 10.5281/zenodo.7903813.

[37]Hilts D, Liu Y, Guo X. Student-To-School-Counselor Ratios, School-Level Factors, and Leadership Practices of School Counselors: A National Investigation. Professional School Counseling. 2023; 27(1). doi: 10.1177/2156759X231182135

[38]Silverman M, Shields AL, Howard JN, et al. Rising Stargirls: Benefits of a Creative Arts-Based Approach to Astronomy Education for Middle-School Girls from Underrepresented Groups. arXiv preprint. 2025; doi: 10.48550/ARXIV.2501.11682

[39]Sáinz M, Fàbregues S, Romano MJ, et al. Interventions to increase young people’s interest in STEM. A scoping review. Frontiers in Psychology. 2022; 13: 954996. doi: 10.3389/fpsyg.2022.954996

[40]Stout JG, Dasgupta N, Hunsinger M, et al. STEMing the tide: Using ingroup experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology. 2011; 100(2): 255–270. doi: 10.1037/a0021385

[41]Psaki S, Haberland N, Mensch B, et al. Policies and interventions to remove gender‐related barriers to girls’ school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence. Campbell Systematic Reviews. 2022; 18(1): e1207. doi: 10.1002/cl2.1207

[42]Bachmann R, Hertweck F. The gender gap in digital literacy: A cohort analysis for Germany. Applied Economics Letters. 2025; 32(5): 608–613. doi: 10.1080/13504851.2023.2277685

[43]‘Invisible’: Australian girls facing big school problem. Available online: https://www.news.com.au/lifestyle/parenting/school-life/invisible-australian-girls-facing-big-school-problem/news-story/72d7188fe85ae4e5895c791cbf8f5f9a (accessed on 14 December 2025).

[44]Creswell JW, Creswell JD. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th ed. SAGE; 2018.

[45]Osuoha J. Assessment of the Impact of Guidance and Counselling on Academic Performance and Discipline among Junior Secondary School Students (A Study of Federal Capital Territory in Abuja). Global Academic Journal of Humanities and Social Sciences. 2024; 6(02): 85–97. doi: 10.36348/gajhss.2024.v06i02.006

[46]Harsani P, Erniyati E, Kurnia D. Strengthening School Counseling Guidance Activities through e-counseling. International Journal of Ethno-Sciences and Education Research. 2022; 2(1): 43–48. doi: 10.46336/ijeer.v2i1.241

[47]O’Brien LT, Hitti A, Shaffer E, et al. Improving Girls’ Sense of Fit in Science: Increasing the Impact of Role Models. Social Psychological and Personality Science. 2017; 8(3): 301–309. doi: 10.1177/1948550616671997

[48]Cyr EN, Spencer SJ, Wright SC, et al. Seeing women who fit: Girls’ forecasted fit in STEM fosters career interest. Social Psychology of Education. 2025; 28(1): 112. doi: 10.1007/s11218-025-10056-2

[49]Martín-Peciña M, Quesada A, Abril AM, et al. Breaking Barriers to Unleash STEM Futures by Empowering Girls Through Mentorship in Summer Camps. Education Sciences. 2025; 15(2): 242. doi: 10.3390/educsci15020242

[50]Archer L, Moote J, Francis B, et al. The “Exceptional” Physics Girl: A Sociological Analysis of Multimethod Data From Young Women Aged 10–16 to Explore Gendered Patterns of Post-16 Participation. American Educational Research Journal. 2017; 54(1): 88–126. doi: 10.3102/0002831216678379

[51]United Nations Educational, Scientific and Cultural Organization (UNESCO). From Access to Empowerment: UNESCO Strategy for Gender Equality In and Through Education 2019–2025. UNESCO; 2019. doi: 10.54675/IJGQ3826

[52]Podsakoff PM, MacKenzie SB, Lee JY, et al. Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology. 2003; 88(5): 879–903. doi: 10.1037/0021-9010.88.5.879