Correlation Between Gender and School Factors on Achievement in Basic Science among Students in Ojo Local Government Area of Lagos State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026361Abstract
This study investigated the relationship between gender, and school factors on achievement in Basic Science among junior secondary school students in Ojo local Government area of Lagos State, Nigeria. Basic Science is a foundational subject critical for developing scientific literacy and preparing students for advanced studies in STEM fields. Previous research in Nigeria has reported inconsistent findings on gender differences in science achievement and highlighted disparities arising from unequal school environments, necessitating a comprehensive examination of both demographic and institutional factors. A correlational research design was adopted to explore the extent to which gender and school factors including facilities, teacher qualification, class size, and school climate are associated with students’ performance in Basic Science. The study involved 500 junior secondary school students, selected through stratified random sampling. Data were collected using a Basic Science Achievement Test (BSAT) and a School Factors Questionnaire (SFQ). The instruments were validated by experts, and reliability coefficients were 0.82 for the BSAT and 0.85 for the SFQ. Findings revealed minimal gender differences, with male students scoring slightly higher than females. Significant positive correlations were observed between achievement and school facilities, teacher qualification, and school climate, while class size was negatively correlated with performance. Regression analysis showed that school factors collectively explained 52% of the variance in achievement, with teacher qualification being the strongest predictor. The study concluded that school factors play a more substantial role than gender in determining students’ achievement in Basic Science. These findings underscore the need for policymakers and educators to improve school environments, enhance teacher quality, manage class sizes, and implement inclusive instructional strategies to promote equitable and effective science learning.
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