Gender disparity in computer science education remains a major concern in developing countries, where socio-cultural expectations, economic constraints, institutional limitations, and psychological barriers influence students’ educational choices. This study examines gender-based participation barriers in computer science education in Nigeria using a quantitative cross-sectional design. Data were collected from 520 respondents across secondary and tertiary institutions and analysed using descriptive statistics, reliability analysis, logistic regression, and ordinary least squares (OLS) regression. The findings reveal a significant gender gap, with male participation at 79.0% compared to 50.8% among female students. Logistic regression results show that female students have approximately 72% lower odds of participation than male students. Socio-cultural and economic barriers negatively affect participation, while institutional support and exposure to computing have positive effects. The OLS results indicate that socio-cultural barriers and female gender reduce interest in computer science, whereas exposure and institutional support significantly improve interest.The study concludes that gender disparity in computer science education is multidimensional and requires targeted interventions, including early exposure, mentorship, improved digital access, and gender-sensitive policies.