Gender and German Language Learning Outcomes in Selected Senior Secondary Schools in Borno State

This study examines the relationship between gender and German language learning outcomes in selected senior secondary schools in Borno State, North East Nigeria. Gender-based disparities in academic achievement have been documented across various subjects in Nigerian secondary education, but the specific dynamics of gender in German language learning remain underexplored in northeastern contexts. The study adopts a descriptive survey design, collecting examination score data from 400 students (200 male and 200 female) in German language classes across ten secondary schools in Maiduguri and Biu local government areas. The data are supplemented by structured questionnaires assessing students' attitudes, self-efficacy, and study habits. Statistical analyses include independent samples t-tests and regression modelling. Findings indicate that female students consistently outperform their male counterparts in reading and writing components of German language examinations, while differences in oral performance are not statistically significant. Attitudinal data suggest that female students report higher levels of self-efficacy and more systematic study habits. The study recommends gender-sensitive instructional approaches and male-targeted motivational interventions to address the identified performance gap. These findings contribute to the literature on gender and foreign language learning in conflict-affected and post-conflict educational environments. Keywords: gender, German language outcomes, secondary schools, Borno State, North East Nigeria.