GENDER-BASED ANALYSIS OF 4th GRADE STUDENTS’ ACHIEVEMENTS IN LANGUAGE OF INSTRUCTION
MADINA TAIBOVA, ULKAR BABAYEVA, ILAHA TAGHIYEVA
This article examines gender-based differences in language subject competencies between female and male students, based on the results of a nationwide monitoring study conducted among 4th grade students in public general education institutions across Azerbaijan during the 2022–2023 academic year. According to the results, female students achieved better outcomes compared to male students. The aim of the article is to identify the reasons behind these differences and the contributing factors. It also explores gender dynamics, social expectations, and levels of motivation that influence the reading and comprehension skills of both female and male students in the language of instruction.
