# Introduction he influence of gender stereotyping in Basic Science education is an important issue especially, in creating awareness in its field of study. Basic Science education is a predominant cancer in the fabrics of students' achievement in the subject where there exists significant gender stereotyping (Umar & Samuel, 2018). Researches on gender stereotyping in Basic Science education have provided report indicating that there are no longer gender differences in the cognitive and psychomotor domains of students (Ola, Richter & Kotowska, 2014; Jusruk & Kalipeni, 2012 and Patten & Parker, 2012) though, others indicate that male students show higher achievement than their female counterparts (Oscar, Luis &Miguel, 2018 andOludipe, 2012). Certain careers have been traditionally associated as males' domain, while others are associated as female's domain. For instance, careers in medicine, military or engineering are male dominated, while nursing, secretariat studies and home science are regarded the preserves of female (Danjuma, Onimode, &Ochedikwu, 2015 andEgbochuku, 2008). Achievement is the action of accomplishing an academic task successfully. Its purpose is to find out the cognatic position of a student at a given moment (Akani, 2017). The process has to do with testing the knowledge acquired by the student which helps the teacher and the student to evaluate and predict the degree of learning attained. It is useful in testing the retention of information and skill. It is also a determinant of the efficacy and efficiency of a given instruction (Kabutu, Oloyede & Bandele, 2015). World globalization and urbanization have brought about transformation in science, technology, social, cultural and economic challenges to humanity in particular and nations, like Nigeria, in general to the extent that such transformations especially, in education have targeted human capital development as their specific goals (Umar & Samuel, 2018;Ifechukwu, 2013). In Researches also show that parents play significant roles in gender stereotyping of their children through socialization processes of the different roles they assign to their male and female children (Vleuten, Jaspers, Maas &Lippe, 2016 and Fausto-Sterling, 2012). For instance, boys are assigned to attend to the farm, cut overgrown weeds around their compounds and replace depleted tyres of their parents' vehicles, while girls would help in cooking and rearing their younger siblings (Fausto-Sterling, 2012). These gender stereotyping are gradually transferred to the school environment where students choose subjects in line with their gendered aspirations. Gender stereotyping therefore, impacts on students' achievements in Basic Science. A research by Umar and Samuel (2018) shows that there is no significant gender stereotyping influence on students' achievement in Basic Science. Similarly, earlier studies by Tayo-Olujubutu (2014), KorirandLaigong(2014) showed that gender did not influence achievement in the subject thus, suggesting that the more exposed the students are to the subject, the better their performances. # Year 2018 Volume XVIII Issue X Version I ( G ) Global Journal of Human Social Science government instituted two major curriculum reforms that gave birth to the Basic Education Platform (Umar & Samuel, 2018;Igbokwe, 2015). Thus, a 9-year Basic Education Curriculum (BEC) of 2008 to 2014 and a Revised 9-year Basic Education Curriculum of 2014 to date were restructured and integrated to fit the educational challenges at the Basic School levels. The exercise was aimed at encouraging innovative teaching and learning as well as promoting holistic approach to science education. In order to further address the challenges, the National Education Research and Development Council (NERDC) has produced teachers' guides for all the core subjects and the elective ones. This was aimed at ensuring effective implementation. Similarly, series of national workshops using interactive and variety-based methods were organized to train teachers in the operations of the teachers' guide for effective delivery of the Basic Science Curriculum (Obioma, 2011 & NERDC, 2013). The distribution of subjects in accordance with the BEC curriculum is in Table 1. Basic Science is the first form of science a student encounters at the secondary school level; hence, it prepares students at the Basic School levels for the study of core science subjects at the Senior Secondary school level (Bukunola & Odowu, 2012). This implies that for a student to study single science subjects at the Senior Secondary school level successfully, such a student must be well grounded in Basic Science at the basic school level (Samuel, 2017).Despite the importance of Basic Science in the country's quest for technological advancement, there has been seeming ineffectiveness in the teaching and learning of the subjects which in turn is strongly affecting the attainment of the country's laudable objectives and goals to developing a scientific and technologically literate citizenry. From the foregoing, Nigeria as a developing nation is in dire need of scientifically and technologically literate citizenry to be able to catapult her to the level of developed nations and to address the aspiration of the country to be among the first twenty economically developed countries in the world by the year 2020 (Achimugu, 2016). The aim of this study was to examine the influence of gender stereotyping on Basic Science achievement among upper basic III students. Specifically, the study explored the influence of gender stereotyping on the achievement of the students in Basic Science. # a) Research Question What is the influence of gender stereotyping on students' achievement in Basic Science? # b) Research Hypothesis Gender stereotyping has no significant influence on students' achievement in Basic Science. # II. # Methodology Descriptive survey design was employed for the study. The population for the study comprised all public Upper Basic III students in Toto Local Government Area of Nasarawa State, Nigeria. The sample was made up of 300 students drawn from the 16 public UBES in the area using simple random sampling techniques. Out of the 16 schools, 5 were randomly selected from where the 300 students were sample using purposive sampling. The researcher developed as instrument titled "Gender Based Questionnaire on Students' Achievement in Basic Science" (GBQSABS) for data collection. The instrument comprised Sections A to E where, section A elicited personal data from the respondents while, Sections B to E were made up of Likert-type 40-items with options A-D that tested the students' knowledge and application of selected topics in Basic Science. The instrument was validated by experts in Test and Measurement from the Nasarawa State University, Keffi, Nigeria and wastrial tested on a representative sample which did not participate in thefinal study. Cronbach's Coefficient Alpha was used to determine the reliability of SPSAQ and the reliability coefficient was found to be 0.83suggesting that the items had internal consistency levels and were reliable for the study descriptive statistics was used to answer the research # Finding Research Question: What is the effect of gender stereotyping on students' achievement in Basic Science? The result to answer the research question is presented in Table 2. The results on Table 2 show the mean responses on the two tests and academic achievement of the students. The male and female students agreed with all the with average mean scores of 3.12 and 3.23 respectively, for male and female students. The results on Table 3 reveal that theX 2 -crit (21.03) exceedsX 2 -cal (2.7) at degree of freedom (12) with alpha = 0.05. Hence, the null hypothesis was accepted, implying that gender stereotyping has no significant influence on students' achievement in Basic Science. The result of research question one indicates that there is no significant relationship between gender stereotyping and academic achievement of students in Basic Science. This may be a result of insufficient facilities for teaching and learning which has affected the extent of students' achievement. This finding agreed with the view of (Umar & Samuel, 2018;Faisal, Shinwari & Hussain, 2017;Ogbianigene, 2014 andKola, 2013). Thus, for the educational system to acquire the expected goals and objectives there is need for sufficient provision of the necessary facilities that will enhance effective teaching and learning among the students. # III. Conclusion and Recommendations Based on the finding, it is concluded that gender stereotyping does not influence students' achievement in Basic Science. It is therefore, recommended that gender stereotyping should be provided for adequate teaching and learning processes/procedures. More so, it should be provided to students by helping them to generate independent learning for sustainability irrespective of gender stereotyping socialisation. 1Upper Basic Education Curriculum (Basic 7-9)Core compulsory subjectsElective subjects1English LanguageAgriculture2One Major Nigerian Language(Hausa, Igbo or Yoruba)Home Economics3MathematicsArabic Language4Basic ScienceBusiness Studies5Social Studies6Civic Education7Cultural & Creative Arts8Christian /IslamicReligious Studies9Physical and HealthEducation (PHE)10Basic Technology11ComputerStudies/ICTSource: National Educational and Research DevelopmentCouncil (NERDC), Nigeria (2008). 2SubjectMaleFemaleMeanSDMeanSDBasic Science (First test)3.240.683.240.720Basic Science (Second test)3.000.903.220.750Average mean3.123.23 3VariableNMeanSDDfX 2 -calX 2-critLevel of Sig.Remark1 st test1503.220.97 122.721.030.05Accept2 nd test1501.380.35 © 2018 Global Journals * Gender difference in academic performance in SSCE economics subject among Senior Secondary School students in Maiduguri Metropolis BGAmuda DGAli HDurkwa American Journal of Educational research 4 3 * Effectiveness of cooperative learning strategies on Nigerian junior secondary school students' achievement in Basic Science BABukonola OD&idowu British Journal of Education, Society and Business Science 2 3 2012 * Gender issues and information communication technology for development (ICT4D): Prospects and challenges for women in Nigeria KJDanjuma BMOnimode OJOchedikwu 17 Apr 2015 * Guidance and Counselling: A Comprehensive Text EOEgbochuku Benin City 2008 Uniben Press * The Dynamic Development of Gender Variability Fausto-Sterling Journal of Homosexuality 59 3 2012 * VIfechukwu Gender role attitudes among Nigerian studnts: Traditional or egalitatrian? Supervisor: Shakeel Siddiqui 2013 * An analysis of genderbased reversal in life expectancy in southern Africa &Jusruk Kotowska Geo Journal 75 2 2012 * Gender analysis of students' academic performance in Physics practical in Colleges of Education AJKola Nigeria. Advances in Arts, Social Sciences and Education Research 3 5 452 2013. 2013 * The influence of students' attitude towards gender role stereotypes on their performance in mathematics and chemistry in secondary schools in Bomet District DKKorir BC&laigong Kenya. 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