International Journal of Academic and Applied Research (IJAAR)   Year: 2022 | Volume: 6 | Issue: 10 | Page No.: 133-141 Gender as Predictor of Students' Classroom Engagement and Academic Self-efficacy: A Case Study of Oye-Ekiti Secondary School students, Ekiti State, Nigeria Download PDF Oluwayemisi Damilola Akomolafe Abstract: Classroom engagement and academic self-efficacy are potent drivers of students' academic outcomes. This study investigated the influence of students' gender on their classroom engagement and academic self-efficacy in Oye-Ekiti Secondary Schools, Ekiti State, Nigeria. The study was informed by the Bandura's social cognitive theory, and adopted quantitative case study design. The study population comprised of all secondary school students in Oye-Ekiti local government area of the State, with sample of 200 students selected through the purposive and convenience sampling techniques. A self-report questionnaire was used for data collection (? = 0.82.), which was analysed using frequency counts and percentages, mean and Standard deviation, correlation and independent t-test at 0.05 significance level. Findings revealed a low level of classroom engagements among students; high academic self-efficacy levels among students; a positive and significant relationship between students' classroom engagement and academic self-efficacy; students' gender does not significantly predict their classroom engagement and academic self-efficacy; gender differences exist in students' classroom engagement and their academic self-efficacy. It is therefore recommended that learning environment that fosters students academic engagements and self-efficacy should be provided by governments and education stakeholders; gender preference and disparity should be discouraged in schools, and teaching and learning strategies that boosts students' classroom engagement, and self-efficacy should be employed by teachers and school management.