PLE 2024 Performance by Gender: Females Excel in Language, Males in Problem-Solving.

The 2024 Primary Leaving Examination (PLE) results have been analyzed by the Uganda National Examinations Board (UNEB), highlighting notable gender-based patterns in subject performance. The report, presented by UNEB Executive Director Dan Odongo, underscores persistent disparities in achievement between male and female candidates in crucial subjects like English, Mathematics, Science, and Social Studies.

Performance by Subject and Gender

The 2024 PLE results indicate a clear gender divide in subject performance, continuing trends seen in previous years.

English: Female candidates performed better than their male counterparts in English, a subject that typically shows a higher level of proficiency among girls. The cumulative percentage of females achieving Distinction (D2) and Credit (C6) grades in English was 89.6%, compared to 86.9% for males. The percentage of females in the higher grades (D2) was slightly higher, with 5.1% of females attaining Division 2, compared to 4.6% of males.

Social Studies & Religious Studies (SST): In Social Studies, males showed a marginally higher performance, with 92.5% of male candidates reaching Division 2 and above, compared to 91.4% of females. This pattern of male dominance in Social Studies has been consistent in recent years. Males also outperformed females in the Distinction category, with 8.9% of males achieving Division 2 in Social Studies, compared to 6.9% of females.

Science: Male candidates again performed better in Integrated Science. The performance gap between genders was evident as 94.3% of males achieved Division 2 and above, surpassing the 92.7% of females. Males had a notably higher percentage of candidates in the Division 1 category, with 7.5% of males securing Division 1 in Science, compared to 5.4% of females.

Mathematics: The performance gap in Mathematics also favored males, with 91.3% of male candidates achieving Division 2 and above, compared to 87.7% of female candidates. Males performed better in the higher grades as well, with 9.2% of males attaining Division 1, compared to 5.8% of females.

Key Gender Performance Insights

English Performance: As in previous years, females demonstrated superior performance in English, reflecting a broader trend in the education system where girls typically excel in language-based subjects. The gender gap in English suggests that female candidates are generally better at language acquisition, comprehension, and application.

STEM Subjects: The gap in Science and Mathematics highlights ongoing challenges for female candidates in traditionally male-dominated subjects. Despite females showing competence in Science and Mathematics, males consistently outperform females in these subjects, particularly in problem-solving and application-based questions that require higher cognitive abilities.

Social Studies: While there is a noticeable performance difference in Social Studies, the gender disparity is less pronounced than in Mathematics and Science. However, males still seem to outperform females in this area, indicating that male candidates may be more adept at applying analytical skills to social studies topics.

Division 1 and Above: In terms of the overall performance in all subjects, males performed better in the top Divisions (Division 1 and 2). Although the total number of females sitting for the examination was slightly higher, the percentage of males in Division 1 was consistently better across all subjects, particularly in Science and Mathematics.

Examining the Data More Closely

According to the UNEB report, females demonstrate a superior proficiency in English, while males exhibit exceptional skills in subjects that demand abstract reasoning and problem-solving capabilities. This suggests a nuanced correlation between gender and academic proficiency within the Ugandan education framework, possibly mirroring broader societal patterns and educational dynamics.

The following are the key findings from the comparative analysis of subject performance by gender:

Subject Male Performance (D2, C6, P8)	Female Performance (D2, C6, P8)
English  86.9% (D2: 4.6%)	89.6% (D2: 5.1%)
Social Studies    92.5% (D2: 8.9%)	91.4% (D2: 6.9%)
Science 94.3% (D2: 7.5%)	92.7% (D2: 5.4%)
Mathematics     91.3% (D2: 9.2%)	87.7% (D2: 5.8%)

A Deeper Analysis of the Data

Data from the UNEB report indicates that females demonstrate a stronger proficiency in English, while males show a tendency to excel in subjects that require abstract thinking and problem-solving skills. This suggests a nuanced relationship between gender and academic mastery in the Ugandan education system, mirroring broader trends seen internationally.

Implications for Policy and Future Initiatives

The results of the 2024 PLE performance data by gender highlight the importance of targeted interventions to address the gender disparity, particularly in STEM fields (Science, Technology, Engineering, and Mathematics). It is crucial for the Ugandan education system to create a supportive environment that encourages female students to excel in analytical and problem-solving subjects, aligning with societal trends and evolving educational paradigms.