The Integrated science achievement of graduating pre-service teachers over a period of 3 years was examined for gender differences. Data were drawn from students’ (126 male and 127 female) final year results from a college of education in Nigeria. Findings revealed that the gender gap in integrated science achievement, among the sample data, could be disappearing. This is a source of hope for the country because results such as those reported here are contrary to the general Nigerian stereotypical belief about male’s and female’s performance in the subject. Although it is difficult to generalize to other geographical areas, it is anticipated that the study would be replicated in the rest of the country for a more meaningful and national picture.

 

Key words: Gender stereotypes, integrated science achievement, Nigeria, pre-service teacher.