Basic Science and Technology Achievement as A Predictor of Physics Performance: The Moderating Role of Gender Among Secondary School Students in Oruk Anam

This study examined the predictive relationship between students’ achievement in Basic Science and Technology and their performance in Physics, with gender as a moderating variable. An expost facto research design was adopted. The population comprised all SS1 students in public secondary schools in Oruk Anam Local Government Area of Akwa Ibom State during the 2024/2025 academic session. A sample of 268 students was selected using purposive sampling technique. Data were obtained from students’ academic records in Basic Science and Technology and Physics, as well as demographic data on gender. Data were analyzed using Pearson Product Moment Correlation and moderated regression analysis at 0.05 level of significance. Findings revealed that Basic Science and Technology achievement did not significantly predict Physics achievement. However, gender significantly moderated the relationship between Basic Science and Technology achievement and Physics performance. The study concluded that while prior achievement in Basic Science and Technology alone does not predict Physics performance, gender plays a significant moderating role. Recommendations were made to adopt gender-responsive instructional strategies in Physics classrooms.