AN INVESTIGATIVE STUDY ON THE EFFECT OF GENDER DIFFERENCE ON ACADEMIC PERFORMANCE OF CHEMISTRY STUDENTS IN SECONDARY SCHOOL (A CASE STUDY OF ONDO WEST LOCAL GOVERNMENT, ONDO)

This study examined gender, academic performance and belief as predictors for the selection of education as a course of choice. The study adopted a descriptive survey research design with a sample of 100 respondents. Data were analyzed using descriptive statistics of frequency count, percentage, and t-test. Three hypotheses were tested. Hypothesis 1 revealed a significant relationship between differences in academic performance in Chemistry between male and female students, as the t-value was greater than t-calculated, leading to rejection of the null hypothesis. Hypothesis 2 examined factors contributing to gender-based disparities in Chemistry performance, with findings showing no significant relationship (t-value less than t-cal), thus the null hypothesis was accepted. Hypothesis 3 investigated the relationship between gender and academic achievement in Chemistry, and results indicated no significant relationship (t-value less than t-cal), leading to acceptance of the null hypothesis. The study concludes that while significant gender differences exist in Chemistry performance, the factors contributing to these disparities and the overall relationship between gender and academic achievement in Chemistry are not statistically significant. Recommendations include creating supportive learning environments with equal opportunities for all genders, providing adequate teaching and learning resources particularly in the sciences, and ensuring equality and impartiality in education to prevent gender from becoming a barrier to educational and professional achievement.