MY MESSAGE TO YOU : CLOSING THE GENDER ACHIEVEMENT GAP IN MALAYSIAN EDUCATION

The Malaysian Education Development Master Plan (Pelan Induk Pembangunan Pendidikan Malaysia – PIPPM) sets an important target: closing the gender achievement gap between male and female students. As an educator, I must admit that male students are often left behind in academics compared to their female counterparts. Nevertheless, I am also aware that many male students continue to excel. When examined in terms of quality, the achievements of male and female students can be considered equal, and in certain cases, the performance of male students even surpasses that of female students.

Academic Underachievement Among Male Students

The gap, however, becomes evident when we look at national examinations such as the Sijil Pelajaran Malaysia (SPM). Statistics from the Ministry of Education (MOE, 2022) show that the majority of students who do not qualify for a certificate are male. Many of these failures stem from weaknesses in Bahasa Melayu and History, both compulsory pass subjects. The underlying cause is not a lack of ability but rather an issue of attitude.

Many male students display immaturity and indifference towards education. Discipline issues are common — absenteeism, incomplete coursework, and a lack of seriousness in learning. These behavioural patterns significantly affect their performance. A study by UNESCO (2020) highlights that boys in many countries underperform academically due to lower levels of engagement and motivation in formal schooling.

Lifestyle and Attitude Factors

Another key factor is lifestyle. Male students are more prone to wasting time on unproductive activities. They spend hours at coffee shops or playing video games late into the night, leaving them tired and inattentive in class. While they are not inherently weak in academics, their achievements decline due to poor time management and lack of focus. Research by Abdullah and Kamaruddin (2021) found that male students in Malaysia tend to underperform compared to female students primarily because of lifestyle distractions rather than cognitive limitations.

Peer influence is another pressing concern. Young men are easily swayed by friends who encourage unproductive habits. This peer pressure culture makes it difficult for them to prioritise education. As a result, many fail to meet academic requirements and are unable to progress to higher education.

Redefining Masculinity Through Education

In my opinion, the complete package of becoming a “real man” is not only about physical strength or appearance but about being educated, healthy, and mentally resilient. A man with a six-pack but without education still lacks something essential. Education gives men dignity, credibility, and the ability to lead.

Men will eventually assume roles as heads of families and role models for their children. Without a solid educational foundation, they may struggle to provide guidance and stability. Although it is true that some individuals succeed financially without higher education, such cases should not be seen as the norm. The future economy is uncertain; what works today may no longer apply in ten years. As the World Bank (2021) notes, knowledge, adaptability, and continuous learning are critical in an era shaped by rapid technological change.

Therefore, young men who stop at SPM should rethink their decisions. Further education, whether at universities, technical institutions, or vocational colleges, provides opportunities for growth and resilience in an unpredictable world.

The Way Forward

To address this issue, multi-pronged strategies are needed. Schools should strengthen mentorship programmes, where male role models guide boys towards making better life choices. Parents must play a stronger role in instilling the value of education at home. Teachers, meanwhile, must adopt innovative teaching approaches that engage boys more effectively. According to OECD (2015), boys often respond better to practical, hands-on learning activities compared to abstract lessons. Tailoring pedagogy to suit their learning styles could narrow the gap.

Conclusion

The gender achievement gap is not about intelligence but about attitude, lifestyle, and priorities. Boys must realise that education is central to their future success. As future leaders, husbands, and fathers, they cannot afford to neglect their studies. Education provides stability, respect, and a platform for lifelong success.

So, to all young men out there: understand that being a “real man” is not just about strength or status, but about knowledge and wisdom. Come on boys, let us figure this out together. The future is in your hands.

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References

• Abdullah, N. & Kamaruddin, H. (2021). Gender and Academic Achievement in Malaysia: Attitudes, Motivation and Lifestyle Factors. Journal of Educational Research, 14(2), 45–61.

• Ministry of Education Malaysia (2022). Annual Education Report. Putrajaya: MOE.

• OECD (2015). The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence. Paris: OECD Publishing.

• UNESCO (2020). Global Education Monitoring Report: Inclusion and Education – All Means All. Paris: UNESCO.

• World Bank (2021). World Development Report: Data for Better Lives. Washington, DC: World Bank.