Walter Ocitti2026-03-162026-03-162025-06-20APAhttps://hdl.handle.net/20.500.12311/3188UndergraduateThis study investigates the factors influencing gender disparities in science performance among secondary schools in Lira Palwo Sub-County, Agago District. Gender disparities in education, particularly in science subjects, remain a significant challenge, hindering equal opportunities for boys and girls in academic and professional fields. The study focuses on socio-cultural factors, school-based factors, and individual attitudes and perceptions that contribute to these disparities. A descriptive survey design was employed, targeting students, teachers, and administrators in selected secondary schools. Data were collected through questionnaires, interviews, and focus group discussions and analyzed using both qualitative and quantitative methods. Key findings reveal that socio-cultural norms, such as traditional gender roles and community perceptions of science as a male-dominated field, significantly influence girls' participation and performance in science. Additionally, school-based factors, including inadequate resources, gender biases among teachers, and a lack of role models, further exacerbate these disparities. Individual factors, such as self-confidence, interest in science, and peer influence, were also identified as critical determinants of science performance. The study concludes that addressing gender disparities in science performance requires a multi-faceted approach, including promoting gender-sensitive teaching practices, improving resource availability, and challenging societal norms that discourage girls from pursuing science. Recommendations are provided for policymakers, educators, and community leaders to foster equitable opportunities for boys and girls in science education.enThesis