International Journal of Academic Multidisciplinary Research (IJAMR) ISSN: 2643-9670 Vol. 6 Issue 7, July - 2022, Pages: 6-10 www.ijeais.org/ijamr 6 Gender Variation, Internet Accessibility and Students Academic Performance Paul Sunday ADEGOKE 1 and Babatunde Kasim OLADELE 2 Institute of Education, University of Ibadan, Nigeria greatspaul@gmail.com 1 , oladelebatunde@gmail.com 2 Abstract: The role played by the Internet in improving student performance cannot be overemphasized. However, the world is more concerned about gender equality and the poise of fixing this disparity. Therefore, it is necessary to investigate the relationship between gender variation and access to the Internet with respect to secondary school students’ academic performance. This study adopted a survey research design involving a multistage sampling method. A structured questionnaire was used to collect data from 300 secondary school students from each of Ogbomosho Metropolis' five local government areas in Oyo State, Nigeria. According to the findings of the study, 68.3 percent (205) of respondents had Internet access, while 31.7 percent (95) did not. Men made up 76.7 percent of the 205 respondents who had Internet access. Academic performance did not differ significantly between male and female respondents. Gender variation and Internet access have a significant combined influence on student success in agricultural science (F (2,297) = 37.082, P<0.05), while gender variation has a positive significant effect on agricultural science achievement (=.511; t=10.301; p<0.05). Internet access was also associated with higher levels of agricultural science achievement (=.090; t=1.801; p0.05). Internet access was also positively but not significantly associated with achievement in agricultural science (=.090; t=1.801; p>0.05). As a result, it is possible to conclude that there is a need to increase female students' Internet access and encourage adolescents to use the Internet to improve their academic performance. Keywords: gender, Internet, academic performance Introduction The Internet has quickly become a critical communication tool in the global information society (Hick and Halpin, 2001), as cited in Adegoke (2012). The rapid advancement of technology has resulted in improved communication connectivity and cost savings. As a result, the Internet is now more accessible to a larger number of individuals. Since the Internet is now accessible to a large proportion of the Western world's population, numerous educational institutions have capitalized on its instructional potential. For students completing schoolwork or assignments, the Internet is a valuable source of information. There is much educational information available on the Net: Information /Education materials on various subjects, Agricultural Science inclusive, which can facilitate learning, Agricultural Science Portal E-learning/Collaborative Learning (e.g., four lecturers attending to the same students on Net consecutively) Synergy of thoughts on many subjects E-Library-where ample materials on Agricultural Science are available (library in several locations and schools), online tests/evaluation of performance in chosen Agricultural Science areas, Latest Research Information/Report in Agriculture, Access to other schools' learning environments and materials in addition to what is learnt in the classroom, as well as learning materials available on CD-ROM on a subject basis in Agricultural Science, can all improve students' performance in agricultural science if used correctly. A browser, which is a computer application that lives on a computer, is required to use a computer to view the WWW and access the Internet. Mozilla Firefox and Google Chrome are the world's top "graphical browsers"; they enable the viewing of graphics such as images and movies. MacWeb, Opera, Internet Explorer, and Netscape are among more browsers. To find any information on these aforementioned platforms, one would need to use a good search engine like www.google.com, www.ask.com, Bing.com, yahoo.com, MSN.com, Mamma.com, www.search.com, and www.devilfinder.com. As there are numerous sites dedicated to delivering educational material, it also functions as a great tool for teachers to construct lesson plans. It also provides as a place for time and distance independent group conversation. There are numerous types of group discussions. These include video conferencing, in which members of a group can see and hear each other by using a small video camera and microphone. The level of internet usage is influenced by a variety of things. This inequality has been related to factors such as income, class, gender, race, educational level, and geographical region (Norris, 2001). Gender concerns, in particular, have piqued the interest of researchers. Several studies have claimed that men dominate Internet access and usage. Nachimas and et al. (2000) discovered gender inequalities in Internet usage in 2000, with males using the Internet more frequently and extensively. Males also spent more time on the Internet, indicating preferred sites for use, downloading resources, creating websites, and participating in discussion groups. Sherman, End, Kraan, Cole, Campbell, Birchmeier, and Klausner (2000) and Madell and Muncer (2004) found support for the masculine bias. Madell and Muncer (2004) discovered that men use the internet more than women, are more likely to have their own e-mail account, and spend more time accessing the Internet than women. Numerous studies show male dominance in attitudes and