The impact of country of schooling and gender on secondary school students’ conceptions of and interest in becoming an engineer in Ireland, Kenya and Sweden

International Journal of STEM Education

Table 6 Dunn’s pairwise comparisons in interested in becoming an engineer

Pairwise comparison	Dunn’s z
Irish females—Irish males	− 7.580**
Irish females—Kenyan females	− 12.346**
Irish males—Kenyan females	− 4.593**
Irish females—Kenyan males	− 12.778**
Irish males—Kenyan males	− 4.689**
Kenyan females—Kenyan males	0.088
Irish females—Swedish females	0.511
Irish males—Swedish females	7.437**
Kenyan females—Swedish females	11.790**
Kenyan males—Swedish females	12.120 **
Irish females—Swedish males	− 4.963**
Irish males—Swedish males	2.352
Kenyan females—Swedish males	6.838**
Kenyan males—Swedish males	7.012**
Swedish females—Swedish males	− 5.050**

*p < 0.05. **p < 0.01. z coefficients relate to unadjusted p values, e.g., z = 1.96 corresponds with p = 0.05 two-tailed. Asterisks relate to the Bonferonni adjusted alpha level of α_adj = 0.0033 (0.05/15)