Abstract
Biology occupies a strategic position in the Nigerian secondary school curriculum because it provides foundational knowledge required for careers in medicine, agriculture, nursing, environmental sciences, and other science-related disciplines. Despite its importance, concerns continue to emerge regarding students’ academic achievement in biology, particularly in relation to gender disparities. This study investigated gender differences in academic performance in biology among senior secondary school students in selected secondary schools in Fune Local Government Area of Yobe State, Nigeria. A descriptive comparative research design was adopted for the study. The population comprised Senior Secondary School II (SS II) students offering biology in public secondary schools within the study area. A sample of 218 students consisting of 93 male and 125 female students was selected through multistage sampling procedures. Data were collected using a researcher-developed Biology Achievement Test (BAT), which was validated by specialists in biology education and tested for reliability using the test–retest method. A reliability coefficient of 0.82 was obtained, indicating that the instrument was reliable for the study. Descriptive statistics such as mean and standard deviation were used to answer the research questions, while an independent sample t-test was used to test the hypothesis at the 0.05 level of significance. The findings revealed that both male and female students demonstrated satisfactory performance in biology. Although slight differences existed in the performance distribution of the two groups, the difference in their mean scores was not statistically significant. The study therefore concluded that gender does not significantly influence students’ academic performance in biology in the study area. The study recommended the adoption of learner-centered teaching strategies, provision of adequate laboratory facilities, and promotion of equal learning opportunities for both male and female students.