Abstract:
Purpose: Several studies have identified gender as a factor influencing academic
performance, but the findings on the factors that explain the performance gap between
genders remain inconclusive. Thus, this study investigates the factors contributing to
differences in academic performance between male and female students in the Bachelor
of Business Administration Honors in Accounting program at a State University in Sri
Lanka.
Design/Methodology/Approach: The study employs a quantitative approach by
distributing questionnaires to accounting specialization students at a selected university
to explore the reasons behind gender-based academic performance differences. A total of
87 fully completed questionnaires were received from respondents. Descriptive statistics
and a one-sample t-test were used to analyze the data and address the research questions.
Findings: The study revealed that personal commitment and attitude are crucial factors
in academic achievement. Female students were generally excellent due to stronger work
ethic, increased class participation, and more frequent interactions with lecturers. In
contrast, male students often struggle with balancing academic responsibilities and social
life, which impacts performance.
Research limitations: The research is confined to accounting specialization students at
a selected state university in Sri Lanka, which may restrict the applicability of the findings
to other disciplines or institutions.
Implications: The study highlights the need for tailored academic support to address
gender-specific challenges in the learning process. Educational institutions should
consider strategies that enhance male students' engagement, balancing academic and
social responsibilities, while fostering female students' strengths in participation and
commitment. This approach can bridge the academic performance gap and improve
overall educational outcomes.
