Abstract
This study was aimed for investigating the influence of gender difference in learning chemistry using multiple representations which were spurred towards obtaining an improved academic achievement. The study employed a descriptive research design using a survey across the senatorial districts in Ondo state. Data collected were subjected to descriptive statistics while inferential analysis was carried out using Paired t-test Statistical Analysis. Findings from the study showed that there was no significant gender difference in the preferred effectiveness of multiple representation. However, female students showed more interest in the use of multiple representation in learning chemistry than male students. Based on the findings of this research, teachers should permit better student interactions and engagements in their classroom for a better understanding of chemistry context.