Innocent Anecho2025-10-232025-10-232025-10-20https://hdl.handle.net/20.500.11951/1984The research investigated the influence of academic performance on students’ enrolment in Advanced Level (A-Level) science subjects in government secondary schools in Gulu Municipality. The study was guided by two objectives: to explore how Uganda Certificate of Education (UCE) performance in Ordinary Level (O-Level) science subjects affects Advanced Level science enrolment in government secondary schools (pre-qualifying entry – push factor), and to examine how performance in Advanced Level science subjects influences enrolment in these subjects (student academic outcome pull factor).A descriptive research design was employed, utilizing mixed methods with both quantitative and qualitative approaches. The sample included 214 respondents, and data were collected using questionnaires and interviews. Quantitative data were analyzed using SPSS version 26, while qualitative data were analyzed through thematic content analysis. Findings indicated that students’ perceptions and attitudes towards science, parental encouragement, career guidance, and O-Level science grades significantly influence Advanced Level science enrolment. Additionally, the study revealed that enrolment in Advanced Level science subjects is increasing due to attractive career prospects, access to training facilities such as science laboratories, and improved academic performance scores. Based on the study findings, it was concluded that academic performance significantly impacts Advanced Level science enrolment in government secondary schools in Gulu Municipality. The study also established a strong positive and significant relations between Academic performance and students’ enrolment in advanced level science subjects in Gulu City. The study recommended increasing the number of science teachers at the Advanced Level and suggested further research on factors influencing science subject enrolment in other districts of Uganda.enThesis