GENDER DIFFERENCES AND ACHIEVEMENT IN INTEGRATED SCIENCE AMONG JUNIOR SECONDARY SCIENCE STUDENTS: A NIGERIAN STUDY by Jegede, O. and Inyang, N. E. U.

ABSTRACT
The issue of gender differences in achievement in school science is far from resolved, and the inconclusiveness of studies conducted to date provides no solid basis on which changes can be made in teaching and learning. As Tobin (1988) suggests, it is unlikely that teachers will respond until this basis exists. The first question is to resolve whether differences are real and, if so, to what magnitude (Becker 1989). It is then necessary to ascertain the relationship between any differences in science achievement and the actual curriculum transactions in the classroom. These will, in turn, be affected by sociocultural factors.
Becker (1989) concludes that the magnitude of gender differences in science varies according to the subject matter studied. In the Nigerian context it is not possible to make these distinctions since the only science subject taught in the three-year junior secondary school is integrated science. Because of the wide implications for all learners in these schools it is therefore all the more important
to establish from data on which further investigations and decisions can be based.This study sets out to move in this direction, the main objective being to investigate whether differences in integrated science achievement exist at the junior secondary level.