The essence of this study was to determine the impact of the gender issues on the academic performance of learners in selected schools of Mulala primary school division, Mulala district, Kenya. Specific objectives of the study were to: examine the impact of gender on academic performance of learners in Nzaui district and to examine strategies used by schools to improve on the academic performance of the girls and boys in Mulala division. The methods used for data collection were face to face interview, which were carried on with parents, Questionnaires were distributed to students and teachers. Observation was done on the state of the learners. The findings revealed by 70% of the respondents that gender issues affect the performance of the learner's negatively. 58% of the respondents aiso revealed that majority of the learners in the schools are boys. According to 70% of the respondents most of the schools had gender biasness in an the resources used by the learners. 80% of the respondents revealed that poverty has greatly affected the performance of the learners. To ensure quality, the study recommended that, the government should step in to see that all children are taken to school both girls and boys. The parents and the community should be sensitized on the importance of educating all their children both boys and girls. The government non-government organizations, publishers and curriculum developers should work hand in hand to produce gender sensitive books, which will change the attitude and stereotype thinking.
