Kampala, Uganda — The Uganda National Examinations Board (UNEB) has released an in-depth analysis of the performance of candidates in the 2024 Primary Leaving Examination (PLE), revealing significant gender-based trends in subject performance. The results, released by UNEB Executive Director Dan Odongo, reflect ongoing disparities in performance between male and female candidates in key subjects such as 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.
A Closer Look at the Data
The UNEB report highlights that while females have a stronger command of English, males appear to excel in subjects that require more abstract thinking and problem-solving. This points to a complex relationship between gender and subject mastery in the Ugandan education system, one that may reflect broader societal trends 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%) |
The data suggests that while females outperform males in language-based assessments, males consistently score better in subjects that require analytical reasoning, which is a trend reflected globally in education systems.
Impact on Policy and Future Interventions
The findings from the 2024 PLE performance by gender further underscore the need for targeted interventions to bridge the gender gap, particularly in STEM subjects (Science, Technology, Engineering, and Mathematics). The Ugandan education system must continue to provide a conducive environment that encourages female candidates to thrive in analytical and application-based subjects.
