Catherine, Birungi2026-05-262026-05-262024Catherine, B. (2024). Gender Stereotyping and Academic Performance in Science Subjects among Female students in Secondary Schools in Baitambogwe Sub-County, Mayuge District, Uganda. [Masters, Thesis]. Busitema University.https://bdears.busitema.ac.ug/handle/123456789/3984The Study examined the influence of gender stereotyping (GS) on Academic Performance in science subjects (APFS) among female students’ performance in selected secondary schools in Baitambogwe Sub-County, Mayuge District, Uganda. Specifically, the study assessed the level of gender stereotyping; established the level of academic performance; examined the influence of gender stereotyping on academic performance; and established other factors that influence academic performance in science subjects among female students in secondary schools. The study adopted a cross-sectional survey research design with both quantitative and qualitative approaches. The study was done in 3 government-aided and 6 private secondary schools in the sub-county with a population of 2202 students of S3 and 30 science teachers. A sample size of 327 was determined according to Krejcie & Morgan (1970) which included 318 students of senior three and 9 science teachers. The teachers were selected purposively while the students were selected by stratified random sampling. The questionnaires returned were 310 while the interviews administered were nine. The instruments were found valid using a content validity index of 0.846 and 0.875 for GS and APFS respectively and Cronbach Alpha reliability of 0.867 and 0.786 for GS & APFS respectively. Pearson product moment correlation coefficient were first determined for the relationship between GS and APFS at a 0.01 level of significance while the qualitative data from open-ended responses from teachers and students was analyzed thematically. It was found that; 1) GS was moderate (M = 3.38, S.D = 10.10) in secondary schools; 2) the APFS was also moderate (M = 3.83, S.D); 3) there was a statistically significant regression effect of GS on APFS (𝛽 = -.271, 𝑡 = -10.304, 𝑝< 0.01). The study concluded that; a) the moderate level of GS is an indicator of improved the perception of female students towards academics; b) the moderate level of academic performance implies that females can do better in science subjects when the limiting factors of academic performance are low; c) reducing GS is crucial for improved female students’ performance d) school environment, career guidance and family income also influence academic performance of female students. The study recommends that there should be close monitoring of gender-sensitive programs in school, monitoring of gender policy and parental involvement. Similar studies should be done in other education levels and also in urban areas.en-USThesis