News
08 August 2024Closing the New Gap: How We Can Help Underperforming Boys
Author: Dr CHEA Phal, Senior Research Fellow at CDRI's Centre for Educational Research and Innovation
Recent educational statistics—including enrolment data, learning assessments, and national examinations—indicate a growing academic disparity, with boys increasingly lagging behind girls over the past decade. As seen in the figure below, this reversed disparity in Grade 12 national examinations can be observed since 2015, with the gap widening from 2021. Yet this trend reversal garnered little public attention until 2023, when the former prime minister raised concerns following male students' poor performance in the national grade 12 examination. Prompted by this, the Cambodian Development Resource Institute (CDRI), in collaboration with the Ministry of Education, Youth and Sport’s (MoEYS) Department of Policy, undertook comprehensive research to investigate the underlying factors contributing to this phenomenon among Cambodia’s upper secondary school students.
The study not only assessed students’ academic performance, but also looked at perspectives from students, teachers, and school directors. The study’s findings confirmed that boys underperform across various subjects, including traditionally male-dominated ones, like mathematics. The research reveals boys’ numerous challenges, including higher rates of absenteeism and lower engagement and commitment in classroom activities.
Contributing factors to this phenomenon are multifaceted, encompassing biological, socio-economic, peer influence, societal norms, lenient school regulations, digital distractions, and broader social issues. Notably, boys are more engaged in video games, sports, and peer gatherings and are prone to skip classes more frequently. Teachers and school directors also report an increasing trend in the use of drugs and vapes among students, both inside and outside school compounds. While girls also face challenges, the study highlights that boys are more susceptible to negative influences from their familial, peer and social environments. For example, the engagement of some boys in labour-intensive economic activities boys are more likely to take up labour-intensive jobs while attending school, which not only drains them physically, but also detracts from their learning. Boys are more likely to engage in’ higher propensity for involvement in activities outside of school, yet these are often non-academic activities like, such as unsupervised sports that , leads to tardiness and absenteeism.
To address these issues, CDRI and MoEYS propose several policy interventions. These include coordinated efforts by parents, local authorities and educational institutions to mitigate detrimental influences on students. Schools, in particular, are recommended to closely monitor and guide at-risk students, reducing their exposure to harmful activities. The integration of structured sports programmes could potentially divert students from unsupervised and risky behaviours and allow them to become more engaged socially and academically. Furthermore, enhancing school discipline and accountability is critical for maintaining student focus and minimising dropouts.
By understanding the complex factors driving boys' underperformance and implementing targeted policies, it is possible to foster a more enabling educational environment for all students to maximise their potential. This study highlights the urgent need for a concerted effort from educators, policymakers and communities to ensure that all students, regardless of gender, have the opportunity to thrive academically.
The full report is available here: https://cdri.org.kh/publication/the-reversal-of-gender-gap-in-learning-why-boys-are-falling-behind-in-upper-secondary-schools