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The Relationship between Gender and Student’s Academic Performance in Science Subjects in Selected Secondary Schools in Kawempe Division

This study investigated the relationship between gender (boys, girls, and teacher gender bias) and students' academic performance in
science subjects in selected secondary schools in Kawempe Division, Kampala. A cross-sectional survey design was employed, with a
sample size of 123 respondents determined by Krejcie and Morgan (1970) formula, though only 113 valid responses were used in the
final analysis. Data were collected through structured questionnaires and analyzed using, correlation, and regression analyses. The
findings revealed a moderately positive correlation between boys' gender and academic performance in science subjects (r = 0.65, p <
0.01), suggesting that boys tend to perform better in science. Regression analysis further confirmed that boys' gender significantly
predicts academic performance, with a regression coefficient of 0.36 (p < 0.01). For girls' academic performance, the results showed a
significant positive relationship, with a regression coefficient of 0.532 (p = 0.001), indicating that increased engagement by girls in
science subjects improves their performance. However, teacher gender bias significantly influenced this outcome, particularly for female
students. The analysis revealed a moderate positive correlation (r = 0.489, p = 0.002) between teacher gender bias and academic
performance, with regression results indicating that teacher bias negatively affects students' performance, with a coefficient of 0.520 (p
= 0.002). This highlights the significant role teacher biases play in shaping students' academic achievements in science subjects. The
study concludes that gender, particularly teacher gender bias, significantly influences academic performance in science subjects.
Interventions targeting the reduction of gender biases in classrooms and promoting gender equity are essential for improving student
outcomes in science education.

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