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The study investigated gender dimension in assimilation of energy concepts using sensory stimulation and inquiry teaching strategies amongst junior secondary school students in Nasarawa State, Nigeria. The population comprised all the JSII students in public co-educational junior secondary schools in Nasarawa State. A quasi-experimental pre-test, posttest, post-posttest control group design made up of two experimental groups and one control group was used. Three intact JSII classes of three different schools with total of 209 students were used. The subjects were not randomly selected, but the 3 intact classes were randomly assigned to the two experimental and one control groups. The instrument used for data collection was Energy Achievement Test (EAT) which was earlier validated. The reliability coefficient of EAT is 0.87analized using Spearman Brown rank order correlation. Students in the experimental groups were taught energy concepts using sensory stimulation strategy and inquiry strategy respectively, while students in the control group were taught using the conventional teaching method. Two research questions were formulated with corresponding hypotheses tested at 0.05level of significance. Data collected were analyzed using mean, standard deviation and ANCOVA statistics. The study revealed that male students had higher mean gains than their female counterparts when taught with the innovative strategies, and sensory stimulation strategy group recorded the highest mean achievement gains for both male and female students. Inquiry strategy group was second in mean achievement gains both for male and female students. In terms of retention however, the female students recorded lower mean retention loss than their male counterparts taught using sensory stimulation strategy. It denotes that female students retained more of the energy concepts than their male counterparts when taught using sensory stimulation strategy. Use of sensory stimulation teaching strategy is strongly recommended to ensure gender equity in learning science and technology based subjects and concepts, among other recommendations.