GENDER DIFFERENCES IN ACADEMIC PERFORMANCE OF FIRST-YEAR STUDENTS IN STEM DISCIPLINES

Abstract

In the context of the ongoing development of STEM education and persistent discussions regarding gender inequality in academic achievement, the issue of identifying actual performance differences between male and female students remains highly relevant. This study focuses on examining gender-related differences in academic achievement among first-year university students enrolled in STEM programs.

The aim of the research is to identify and analyze differences in academic performance between male and female students across foundational STEM courses and to evaluate commonly held assumptions regarding male advantage in STEM disciplines. The study contributes to the academic discourse on gender equity in higher education by providing empirical evidence based on real academic data.

The scientific significance of this research lies in expanding the empirical knowledge base on gender differences in STEM education, while its practical significance is associated with the potential application of the findings in the development of inclusive educational policies and support strategies in higher education institutions.

Methodologically, the study is based on descriptive statistics and non-parametric statistical analysis. Archived and anonymized academic records of first-year students from 2021 to 2023 were analyzed using the Mann–Whitney U test. The dataset included student performance across five introductory STEM courses.

The results revealed that in four out of five courses, female students achieved statistically significantly higher average grades than male students. In the course on programming and algorithms, no statistically significant gender differences were identified. These findings challenge deeply rooted stereotypes regarding inherent male superiority in STEM fields and highlight the influence of sociocultural, psychological, and educational factors on academic achievement.

The value of this research lies in its contribution to promoting evidence-based approaches to gender equity in STEM education. The practical implications include informing the design of inclusive teaching practices and targeted academic support initiatives.