In this study, I looked at gender related differences and attitudinal determinants towards science learning and teaching. Survey design, premised on quantitative paradigm was used. A total of 243 secondary school pupils (128 boys, 115 girls, aged 11-14 years) participated in the completion of a Likert type scale, containing, factorially grouped 65 attitude measures, following an initially piloted process. Internally reliable and unidimensional constructs for cognitive, affective and pyschomotorial elements comprised the instrument. It was found out that for this sample girls have a negative attitude toward science
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