A recent study reveals a growing gender gap in maths and science performance among students in England, with boys outperforming girls significantly. The Trends in International Mathematics and Science Study (TIMSS), conducted by University College London (UCL) researchers, utilized 2023 data to highlight these disparities. The comprehensive report indicates that Year 9 boys in science achieved scores 14 points higher than their female peers, a notable increase from a mere two-point difference observed in 2020.
The study, published by the Department for Education, underscores that the gender gap in Year 9 maths in England is the widest among all participating countries, with boys scoring 26 points higher than girls. This concerning trend mirrors similar patterns in countries like Australia, New Zealand, and the United States, where boys have also taken the lead since the last report. Notably, this assessment marks the first time the TIMSS has been conducted entirely digitally, potentially influencing the outcomes, according to researchers.
The previous report from 2020, based on 2019 data, showed girls outperforming boys by three points. However, the current findings indicate that the gap between boys and girls in both Year 5 and Year 9 is now significantly larger. Despite the widening gap in secondary education, Year 6 Sats results for 2024 in England show girls maintaining their lead over boys in most subjects, except maths, where boys surpassed girls by one percentage point.
Key factors contributing to this trend include confidence issues and a sense of belonging. Jennie Golding, a co-author of the report from UCL's Institute of Education, suggests these issues might be hindering girls' performance. Furthermore, part of the TIMSS study highlights that more boys than girls reported feeling "very confident" in their mathematical abilities.
"It is possible that some of the effects of Covid, learning loss and changes to learning environments are now revealing themselves." – Mary Richardson
The charity Girls Are Investors notes that many girls and young women they support exhibit a fear of failure and lack confidence in their abilities. This phenomenon may contribute to the declining performance of girls in these crucial subjects.
In response to these findings, Schools Minister Catherine McKinnell emphasized the government's commitment to promoting science, technology, engineering, and mathematics (STEM) subjects among girls.
"Break the link between background and success so every child can achieve and thrive." – Schools Minister
