Science Students’ Competency and Gender as Determinants of Socio-Economic Development in South-West, Nigeria

The study was carried out to determine whether science students' competency and gender have influence on socio-economic development. 2 null hypotheses were generated and tested at 0.05 level of significant. The study employed the descriptive research design of the survey type. The population consisted of 10,680 senior secondary school students in South West, and the sample of 130 senior secondary school students in South West, were selected from 4 senior secondary schools using stratified and purposeful random sampling technique. The Instrument used to collect data was questionnaire on Science Students Socio- economic Development (SSSED). The data generated were subjected to inferential analysis using Pearson Product Moment Correlation. Results of the study showed that there was a significant influence of science students' competency on socio- economic development, There was also no significant influence of gender on socio-economic development. Based on the findings of this study, the following recommendations were made: Science Students should be allowed to make use of knowledge derived for socio-economic development, science students should be encouraged and there should be no gender bias in socio-economic development of the Nation