Physics as a physical science is essential in process of technology, economic growth and developing a nation. However, the performance of physics in Kenya has been reported to be constantly below average for last ten years, especially in Thika-East Kiambu county, where the mean grade has reamed at E for last seven years. Hence physics has been termed as a difficult subject. In order for learners to fit into the global market, then scientific skills are vital. Studies have shown strong relationship between academic performance and presence of Science Process Skills in learners. Then, an approach to improve both science process skills and achievement learners is necessary. Studies both locally and globally have also reported a gender gap in the field of Physics, which disadvantages female learners. 7Es Instructional Model has been studied vigorously in recent past by researchers, on its influence on learning outcomes of science. Purpose of this study was to investigate success of 7Es-Instructional model in improving academic achievement of learners of physics, their Basic Science Process Skills and gender responsiveness towards learning of Physics. The model was applied in the learning process of Pressure, atopic in form one Physics. A quasi- experimental research design was used, employing use of pretest and posttest. Non- equivalent control group design was used for schools that participated in study. Two co- educational schools were selected using both purposive and stratified sampling techniques. Sample of the study consisted of 247 form one students. 120 in experimental group and 127 in control group. 123 female students and 120 male students were involved as well as two teachers in Thika-East Kiambu county. The pretest and posttests contained achievement questions and experiments carried out by leaners to measure their Basic Process Skills. To test the validity of the research instruments, a piloting study was carried out, and a test-retest technique used to determine BAT reliability coefficient which was obtained as r = 0.921. Results obtained were analyzed using both descriptive and inferential statistics in SPSS computer software, employing independent samples T-test and paired samples T-tests. Results revealed that there was statistical significant difference in academic achievement of learners in control group and treatment group (P=0.000, at ?=0.05, and t-value=12.05 at critical value=1.984). Acquisition of Basic Science Process Skills for learners in treatment group also differed statistically significantly, (P = 0.000 and t-value of 13.167). This implied that use of 7Es Instructional Model in learning of Physics increased academic achievement and increased their Basic Science Process Skills. Use of 7Es Instructional Model in learning Physics did not influence gender (P=0.866 at ?=0.05, t-value=0.16 at critical value=1.984). That is, male and female learners responded to learning equally, when taught using 7Es Instructional Model.