A Comparative study of Space-related Aptitude among Students in Co-education Schools and Single-Sex Education Schools

Abstract

This paper presents a comparative study aimed at examining the space-related aptitude among students in co-education schools and single-sex education schools. The field of space exploration and astronomy has historically exhibited a gender disparity, with fewer women pursuing careers in these domains. Understanding the potential influence of educational environments on space-related aptitude can provide insights into promoting gender diversity in space science. The study compared the performance, interest, and aspirations of students from both types of schools, employing standardized tests and surveys to gather quantitative and qualitative data. Descriptive statistics and inferential analysis were used to analyze the data. The findings revealed the descriptive characteristics of the data collected, including measures of central tendency, dispersion, skewness, and kurtosis for each school type. Additionally, a comparative analysis using ANOVA was conducted to examine the differences in space-related aptitude scores between co-education and single-sex education schools. The results of the ANOVA analysis and descriptive statistics provided insights into the performance and variations among students in different school types. The implications of the study's findings for educational practices and policy recommendations are discussed, emphasizing the importance of inclusive strategies and curriculum development. The paper concludes by highlighting the study's limitations and suggesting future research directions, such as expanding the sample size and incorporating qualitative methods to gain a more comprehensive understanding of students' experiences and perceptions in relation to space science education.