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The study determined the effect of gender on students’ achievement and retention in physics in Nasarawa Eggon Metropolis. It compared the male and female students’ achievement and retention in Physics using ASEI teaching approach in Nassarawa Eggon, Nasarawa State, Nigeria. Quasi-experimental research design of pre-test, post-test control group design was employed. The study answered two research questions and tested two research null hypotheses. The sample size of 98 SS II students was drawn from the population of 1,938 using purposive random sampling from Government Secondary Schools in Nassarawa Eggon Inspectorate Area Office. Two instruments were developed and validated by experts and gave a reliability coefficient of 0.86 and 0.80. Analysis of data was done using mean, standard deviation and ANCOVA. The result of the analysis showed that, in ASEI teaching approach there is no significant difference between male and female students’ performance in Physics. The study concludes that ASEI teaching approach is good for both male and female students in teaching Physics if properly employed by teachers.  It is therefore, recommended that teachers should engage both male and female students in the learning process by making the teaching student-centred which would make the students active in the learning process. Policy makers should intensify effort to constraint review of curriculum in adding ASEI teaching approach to Physics Curriculum in both same sex Secondary Schools