INFLUENCE OF GENDER AND INTEREST ON ACADEMIC PERFORMANCE IN PHYSICS AMONG SECONDARY SCHOOL STUDENTS IN GOMBE METROPOLIS, GOMBE STATE, NIGERIA.

This study investigates the influence of gender and student interest on academic performance in Physics among secondary school students in Gombe Metropolis, Nigeria. The research aimed to explore how gender differences and student interest affect students' engagement with and achievement in Physics, a subject known for its challenges in Nigerian secondary schools. descriptive and inferential survey design was adopted, with a population of approximately 7,800 senior secondary physics students (SSI – SSIII). Data were collected through 100 structured questionnaire, which measured students' interest in Physics, perceptions of gender influence, and factors affecting their performance. A stratified random sampling technique was used to ensure adequate representation of gender, class levels and school types. Key findings revealed that while students generally displayed moderate to high levels of interest in Physics, with no significant gender-based differences in interest, male students outperformed females in academic achievement. The study found no statistically significant relationship between students' interest in Physics and their academic performance (χ² = 0.395, p = 0.821). However, factors such as teacher quality, available resources, and classroom environment were identified as significant predictors of student success in Physics. The study concludes that improving Physics performance requires a multifaceted approach that includes enhancing teaching quality, addressing gender disparities, and providing adequate learning resources. Recommendations for future research include exploring more detailed psychological and socio-cultural factors influencing performance. This study contributes to the growing body of knowledge on Physics education, with implications for educators, policymakers, and curriculum developers in Nigeria