Gabriel ESAKPAIDE
Gender disparities in science self-efficacy are traditionally attributed to social stereotypes and socialization. However, recent evidence suggests that specific pedagogical frameworks may differentially moderate these gaps. This study utilized a quantitative two-way factorial analysis (N = 176) in Delta State, Nigeria, to examine the interaction between teacher-centered instruction and gender. Results identified a significant interaction effect (F = 5.17, p = .007), where teacher-centered methods correlated with -0.82, p = .003) but had negligible impact on males. This disparate response by gender is driven by perceived classroom inclusivity, the activation of stereotypes, and attributional patterns. Female students under traditional instruction reported elevated anxiety, fixed-ability attributions, and a diminished sense of belonging. Independent research corroborates these findings: across multiple African contexts (Adler & Reed, 2018; Hazari et al., 2008), female students similarly demonstrate lower self-efficacy and achievement under lecture-based instruction while showing comparable performance when taught through student-centered approaches. Mediation analyses reveal that anxiety (Adebayo, 2018), attribution patterns (Iwuanyanwu, 2022), and classroom belonging (Mosimege, 2015) operate as key psychological mechanisms. We propose a model illustrating how lecture-based physics environments, while ostensibly neutral, create conditions that systematically undermine female efficacy. This research advances the understanding of pedagogy and motivation intersections in sub-Saharan Africa, providing a basis for gender-equitable instructional design.