Abstract

This study examined the effects of gender stereotyping on female students’ performance in science subjects in secondary schools in Ukwuani L.G.A., Delta State, Nigeria. The stratified random sampling technique was used. The population for the study was 303 students in secondary schools, with a sample size of 182 participants. The instrument used in the study was the Students’ Attitudes and Stereotyping of Science Questionnaire (SASSQ). Data was collected and analyzed using the Statistical Package for the Social Science (SPSS) according to the study's research objectives. The hypothesis was tested at a 0.05 level of significance. Data was analyzed using Pearson Moment Correlation Coefficient to establish the relationship between the female student attitude and their academic performance. The results show a significant relationship between the attitudes and performance of students in science subjects. Based on the findings, it was therefore recommended that educational experiences should also build confidence among females concerning the application of scientific knowledge and skills. Teachers should humanize science by developing the right attitude that students will emulate to enhance female participation and performance in science subjects.