This poster was presented at the 43rd Conference on Applied Statistics in Ireland (CASI) in Killarney, Ireland, 15-17 May 2023. In this poster, we demonstrate the evaluation of the initial impact of an outreach intervention aimed at increasing the take-up of physics in second-level schools in the mid-west of Ireland. In Ireland, the uptake of physics at the matriculation exam, referred to as the Leaving Certificate (LC), is notably low compared to other science subjects and the fraction of pupils studying physics who are girls is small, with only 27.81% of all students studying for the physics LC exam in 2021 being female, compared to 61.91% in biology and 59.26% in chemistry.[1] The SOPHia Project[2] aims to improve gender balance in physics at the Leaving Certificate, by positively changing female students’ opinions towards the subject. One of its elements is the school visit program, wherein young, undergraduate students from science education, applied physics and related courses at the University of Limerick deliver a unique, interactive workshop to pupils in secondary schools. For information about the workshop and other elements of the SOPHia Project, please visit http://sophiaphysics.ie/ The poster presents the results of an analysis of the data collected with the use of a pre-/post- type questionnaire, measuring how the workshop affected the opinions of the pupils towards several themes such as knowledge of what physics is, the importance of physics, the enjoyment of and confidence in learning and doing physics, accessibility of physics role models and whether it influenced their intention to study physics for the LC. The dataset has been published and can be downloaded from the institutional repository of the University of Limerick, with a Readme file containing a detailed description of the questionnaire and its measures.[3] The QR code embedded in the poster provides a direct link to the dataset. In this poster, we present the analysis of the data from female participants only. The workshops were delivered in person to several secondary schools in 2019/2020 and 2022. Our analysis included the comparisons of mean scores for questions answered pre- and post-workshop and of trends in change of views/opinions from pre- to post-. The analysis was performed using an interactive web application created in R (version 3.6.3) with the Shiny framework (version 1.4.0.2) for statistical computations. Microsoft Excel was u...