KAMPALA, Uganda — Boys in Ugandan secondary schools are consistently underperforming in English, not because they lack ability, but because they believe the subject is for girls and see no future career opportunities tied to it, according to a new study.
The findings, published in the August 2025 edition of the East African Journal of Education Studies, highlight a significant gender gap in academic performance that has been a growing concern for educators and policymakers. Titled “Perceptions of Boys towards English Language Subject in Secondary Schools in Uganda: Implications on Performance,” the research investigates a trend noted for years in Uganda National Examinations Board (UNEB) reports, which show that girls consistently outperform boys in English.
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Conducted by researchers Nicholas Itaaga, Yuda Taddeo Kaahwa, Richard Ssentamu Baguma, Florence Nansamba, and Charles Muweesi, the study used an explanatory case study design to dive deep into the factors behind this academic disparity. The team collected data through interviews, observation checklists, and document analysis from two schools: a mixed-boarding private secondary school and a mixed-day government secondary school. Participants included head teachers, directors of studies, English teachers, and 10 male students.
Key Findings Reveal Deep-Seated Perceptions
The study identified several key perceptions and attitudes that contribute to the boys’ poor performance:
- English is for girls: This was a recurring theme among the male students. One boy shared that his friends mocked him for choosing Literature in English, calling it a “subject for girls.” This perception leads to a lack of interest and effort.
- No career value: Many boys believe that subjects like science and mathematics offer better career paths, causing them to view English lessons as a “time-wasting” distraction. They often neglect reading English textbooks in favor of other subjects they deem more important for their future.
- A “simple” subject: Some students admitted to underestimating English. One student, who had performed well in primary school, confessed that he “despised the English language subject” in secondary school, viewing it as a “mere language which never requires any practice.” This mindset leads them to go into exams unprepared, resulting in poor grades.
- Teacher bias and a lack of role models: The study also noted a “self-fulfilling prophecy” from some teachers who may hold lower expectations for male students in English. Additionally, some boys commented that they have rarely, if ever, been taught by a male English teacher, which may reinforce the idea that the subject is a feminine domain.
Implications and Recommendations
The study concludes that boys’ poor performance is not an issue of intelligence but a direct result of their negative perceptions. The researchers found that male students are often passive in class, refuse to read aloud, and show little interest in assignments, sometimes even using poor handwriting to make their work harder for teachers to assess.
The authors recommend that educators adopt new pedagogical approaches specifically designed to engage male students in English. They also suggest that teachers actively encourage boys to work hard in English, emphasizing its importance as a foundational subject that influences performance across all other subjects and is a critical factor in determining their final grades.
The full study is available for review in the East African Journal of Education Studies, with the full title being “Perceptions of Boys towards English Language Subject in Secondary Schools in Uganda: Implications on Performance.”
