This study examined how flipcharts are used to teach French comprehension classes, with a particular focus on how student participation varies between male and female students in public junior secondary schools in Lagos State. To measure levels of engagement before and during the implementation of flipcharts, the study utilized the Students’ Engagement in French Comprehension Questionnaire (SEFCQ). The study included 523 students, split equally between boys and females. To find differences in post-intervention engagement scores while controlling for pre-intervention scores, data analysis was done using Analysis of Covariance (ANCOVA) and Pearson Product-Moment Correlation (PPMC), which looked at the relationship between pre-and post-intervention engagement levels. The result in Table 1 shows that there is no significant relationship between male and female French students’ performance in Comprehension lessons of Lagos State Public Junior Secondary Schools with [r=0.664; p<0.05] was significant at 0.000. The individual correlation's outcome Table 1 indicates no discernible difference in comprehension between male and female French students' performance. Conclusively, the finding of this study revealed that there is a significant relationship between male and female students’ performance in French Comprehension lessons. One of the recommendations of this study is that teachers should integrate flipcharts regularly into their teaching to enhance visual learning and maintain high levels of student engagement.