International Journal of Applied Science and Mathematical Theory E- ISSN 2489-009X P-ISSN 2695-1908, Vol. 11 No. 6 2025 www.iiardjournals.org online version IIARD – International Institute of Academic Research and Development Page 43 STEM Education and Gender Parity: A Study on Girls’ Participation in Mathematics, Chemistry and Physics in Public Secondary Schools in Abuja, Nigeria Friday Oko Orji, Ph.D, fmimps, f3mtt Founder, EduNova Digest Services and Chairman, Research and Curriculum Development, Micro, Small and Medium Enterprise Institute of Management and Professional Studies (MIMPS), Nigeria. Correspondence email: orjifridayoko@gmail.com ORCID ID: 0000000313663455 Franklin Nnanna Ibe, PhD Department of Chemistry, Nwafor Orizu College of Education, Nsugbe, Nigeria frankibe89@gmail.com ORCID ID: 0009000234076428 Udochukwu Chukwuma Ilo, PhD, M.stan Department of Secondary and Further Education, Faculty of Education, Edge Hill University Ormskirk, Lancshire, United Kingdom favourilo270@gmil.com Joseph Afamuefuna Nwosu Department of Science, School of Education, University of Nottingham, United Kingdom, 2024 Nigeria Best-Teacher Award Winner joenwamaria@gmail.com Esomnofu Chidiebube Founder, Esomnofu Online Maths, 2024 Maltina Teacher of the Year Award Winner chuksesomnofu@gmail.com DOI: 10.56201/ijasmt.vol.11.no6.2025.pg43.55 Abstract STEM (Science, Technology, Engineering, and Mathematics) education has become a central driver of innovation and national development, yet gender disparities persist, especially in girls’ participation in core science subjects at the secondary school level. This study examined the extent of girls’ participation in Mathematics, Chemistry, and Physics in public secondary schools in Abuja, Nigeria, with a view to assessing gender parity within STEM education. Using a descriptive survey design, the study targeted STEM teachers as respondents, relying on their direct estimates of female students’ enrollment in Senior Secondary Two (SS2) classes. A sample of 186 STEM teachers was selected through purposive sampling. Structured questionnaire designed by the researchers was used to collect relevant data, after it was face and content- validated by three experts. A pilot test was conducted with 10 STEM teachers from public