American Journal of Educational Research, 2020, Vol. 8, No. 6, 437-444 Available online at http://pubs.sciepub.com/education/8/6/11 Published by Science and Education Publishing DOI:10.12691/education-8-6-11 Gender Differences in Senior High School Science Students’ Perceptions of Their Teachers’ Classroom Management Strategies in New-Juaben Municipality of Ghana Samuel Agyekum Darkwa 1,* , Richard Koranteng Akpanglo-Nartey 1 , Judith Kafui Kemetse 2 1 Department of Science, Mount Mary College of Education, Somanya, Ghana 2 Department of Science, E. P. College of Education, Amedzofe, Ghana *Corresponding author: agyekumdarkwa@ gmail.com Received May 19, 2020; Revised June 22, 2020; Accepted June 29, 2020 Abstract This study explored gender differences associated with science students’ perception of their educators’ classroom management strategies used in the learning and teaching of science. A cross-sectional survey design was used for the investigation, which took place in three senior high schools offering the General Science programme in the New-Juaben Municipal (Koforidua), in the Eastern Region of Ghana. A sample of 300 third year (SHS 3) senior high school students in the 2018/2019 academic year were selected using a random sampling procedure to respond to a Self-Report Survey Questionnaire with closed-ended and open-ended questions. The questionnaire was adapted from the Technology-Rich outcomes-focused Learning Environment Inventory -TROFLEI) to suit the study design and was pre-tested to ensure that the statements were reliable and valid. The results from the study revealed that there are clear differences between genders regarding educators’ classroom management strategies. One other key finding from the study was students’ indecision as to the extent to which their teachers use the 10 classroom management strategies prescribed to be used by teachers. It was therefore recommended among others for educators to create an empowering technology-rich classroom atmosphere for learners to actively partake in classroom activities. Keywords: classroom management strategies, gender, perception, science learning and teaching, senior high schools Cite This Article: Samuel Agyekum Darkwa, Richard Koranteng Akpanglo-Nartey, and Judith Kafui Kemetse, “Gender Differences in Senior High School Science Students’ Perceptions of Their Teachers’ Classroom Management Strategies in New-Juaben Municipality of Ghana.” American Journal of Educational Research, vol. 8, no. 6 (2020): 437-444. doi: 10.12691/education-8-6-11. 1. Introduction Teaching is an occupation that necessitates one’s capability to be receptive to novel demands and changing requirements in the profession. It can be an intimidating enterprise for both specialists and beginner educators. Of late, school reform advancing high-stakes testing to improve scholarly accomplishment has subjugated the list of challenges requiring deliberation. Nevertheless, other difficulties such as classroom management also need urgent attention as a result of increased enrolment in Ghanaian senior high schools, due to the implementation of the free SHS policy. This has led to an increase in student numbers per class and has put the teacher in an awkward position concerning classroom management. Traditionally, educational activities occur in the classroom where students with shared characteristics about their educational levels are organised as an instructive domain for attaining educational goals [14,36]. A learner’s inherent qualities of mind and character to work in a classroom are reinforced by a communal sense of purpose. Accordingly, the social and cultural interaction that occurs in the classroom among learners, their psychological state, and the physical arrangements where instruction takes place culminates in the classroom environment, which impacts perceptions and evaluation of learners [14,32] Consequently, classroom instruction is a form of communal learning, planned for learners to study in a safe environment, feel appreciated and respected, and a place where they can improve their innovative capabilities and proficiency [8]. Accordingly, [40] opined that the foremost and principal phase of educational administration and management is classroom management. This suggests that an educator’s compassion for anthropological relationships and an instructor’s profound comprehension of issues related to classroom management will ensure and translate into a successful classroom management capability. Primarily,