iarjelIARJELIARJEL2708-5120https://doi.org/10.47310/iajel.2021.v02i02.002Does Gender Affect The Performance Of Learners In Business Studies At A Level? Evidence from Rural Secondary Schools in ZimbabweHessieBeansDepartment of Curriculum Studies, Great Zimbabwe University, P.O. Box 1235, Masvingo, ZimbabweThe study analysed the effects of gender on the performance in Advanced Level Business Studies in rural secondary schools in Zimbabwe. The study employed a quantitative descriptive research design. The randomly selected sample of the study was made up of 105 respondents selected from five rural secondary schools in Mwenezi District in Masvingo Province. Self-administered questionnaires were used to collect data. Multiple regression analysis techniques were to analyse the data in the study. The research found that there was no significant relationship between gender and performance in Advanced Level Business Studies. However, it was found that the socio-economic background is what mostly affects the performance of female learners than their male counterparts. The study also established that poor performance by female learners in Advanced Level Business Studies is a result of poor parental support, absence of female Business Studies teachers to act as role models and inadequate study time since they are more occupied with household chores compared to male pupils. The major recommendations for rural secondary schools drawn from the analysis of the findings and literature were that parents and relatives should be educated to give female learners ample study time and that there should be a balance in terms of the number of male and female Business Studies teachers in schools to encourage female learners to do well in Business Studies and other business education learning areas.