Gender Differences in Physics Anxiety and Coping Mechanisms: A Quantitative Analysis of Grade 10 Students

Abstract

Physics anxiety remains a persistent affective barrier in secondary science education, yet empirical evidence from developing-country contexts remains limited. This study examined the level of physics anxiety, coping mechanisms, gender differences, and the relationship between anxiety and coping among 120 Grade 10 students (60 males, 60 females) using a quantitative descriptive–comparative and correlational design. Results indicated a moderate overall level of physics anxiety (M = 3.20), with emotional anxiety emerging as the most pronounced dimension across genders. Independent-samples t-tests revealed no statistically significant gender differences in anxiety levels (p > .05). Students reported frequent use of problem-focused coping strategies (M = 3.56) and emotion-focused coping strategies (M = 3.55), while avoidance coping was used less frequently. Pearson correlation analysis demonstrated a statistically significant but moderate positive association between physics anxiety and coping mechanisms (r = .368, p < .001), indicating increased coping efforts in response to heightened anxiety without implying coping effectiveness. The findings highlight the centrality of emotional responses in physics learning and underscore the need for instructional practices that address affective regulation alongside cognitive support