This study was carried out to investigate gender as a correlate of students’ enrolment pattern in and attitude to science , mathematics and technology education at colleges of education southwestern Nigeria. The study employed the correlational design. A total of 36,514 college of education students offering course combinations in Physics, Chemistry, Biology, mathematics and Technology Education. This comprised 16,438 male and 20,076 female students. The instruments were Students’ Enrolment Checklist (r=0.72) and Science, Technology and Mathematics Education Attitude Inventory(r=0. ). Data were analysed using frequency counts, percentages and statistics t- test. The result revealed that more female students enrolled for courses in the sciences than in mathematics and technology education than in subject combinations that relate to physics and mathematics. The study also established that technology education enjoyed higher male students’ enrolment than for female students. The study recommended that all stakeholders in Nigeria Education should provide conducive teaching and learning environment that will stimulate students’ interest in STME especially at the colleges of education, while classroom environment must be devoid of any forms of gender bias.
S. M. Raimi and A. Sodamade. Gender Differences College of Education Students’ Enrolment Pattern in and Attitude towards Science, Technology and Mathematics Education. International Journal of Arts and Social Sciences Education, 5 (1), 1-7.