Abstract
Evident reports on the inconsistencies of the findings of the studies on the influence of gender on student’s academic achievement in chemistry in Nigeria necessitated this study. The study is aimed at integrating the results of previous empirical studies on the influence of gender on students’ academic achievement in chemistry in order to come up with a conclusive idea. Two research questions and one hypothesis guided the study in which meta-analytic research design was used. The population of the study consists of all previous research reports on gender and achievement in chemistry. Sixty-two studies produced in Nigeria between 1990 – 2017 drawn using purposive sampling technique was used for the study. Percentages and statistical transformations were used to analyze the data for the result while the Winer combined test was used in testing the hypothesis. From the data analysis, it was found that gender generally has small effect on the students’ achievement in chemistry. It was also found that the percentage variance in the students’ academic achievement attributed to gender is 3.8% which is also small. Based on these findings some recommendations were made.
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