Karnataka Study Reveals Girls Outperform Boys in Mathematics, Challenges Gender Stereotypes
A comprehensive study conducted by the Prayoga Institute of Education Research in Bengaluru has delivered compelling evidence that girls consistently outperform boys in mathematics, while simultaneously confirming that gender does not significantly influence mathematical ability. The research, which directly confronts long-standing stereotypes, points to social and environmental factors as the primary drivers of performance differences rather than innate biological capability.
Study Methodology and Key Findings
The not-for-profit organization recently conducted a mathematics prerequisite baseline assessment covering 2,023 Class 6 students from government and rural schools across Karnataka. Students were evaluated across five critical dimensions of learning: numeracy, fractions, pattern recognition, time, and simplification.
The results revealed a consistent but modest overall advantage for girls across all five mathematical dimensions. On average, girls scored 0.55 marks higher than their male counterparts. Girls demonstrated slightly stronger performance in numeracy, pattern recognition, and simplification, while performance in fractions and time was nearly identical between genders.
Contextual Factors Over Biological Determinants
Karuna Simha, senior researcher with the education research team at Prayoga, emphasized that the study suggests the difference is contextual rather than biological. "Girls in the sampled government and rural schools may be benefiting from consistent classroom engagement, regular attendance, disciplined study habits, and steady participation in foundational learning activities," Simha explained.
She further noted that the assessment focused on prerequisite skills rather than speed or competition, which may better reflect conceptual understanding—an area where girls showed steady strength across domains. "This study reinforces the idea that perceived gender differences in mathematics are shaped more by social beliefs and learning environments than by actual ability," Simha added, stating that the evidence directly contradicts long-standing stereotypes.
Alignment with SSLC Results and District Variations
The study outcomes align with recent SSLC results in Karnataka. In the SSLC-1 2025 examinations, 81% of girls passed the mathematics exam compared to 69% of boys, further supporting the findings of superior female performance in mathematical assessments.
The research also highlighted significant variations in mathematical outcomes across different districts, suggesting that local learning conditions play a far greater role than gender. At the higher end of the performance spectrum were districts including Mysuru, Kumta–Uttara Kannada, and Chikkamagaluru, which recorded average scores above 18 out of 25. Students in these regions demonstrated stronger foundational understanding across multiple domains, indicating more consistent exposure to effective teaching and conceptual learning practices.
The middle-performing group encompassed districts such as Bangalore Rural, Ramanagara, Chikkaballapura, Dakshina Kannada, Shivamogga, Tumakuru, Hassan, and Udupi. Among the lowest performers were Mandya and Bengaluru South. "Students in these districts faced challenges across several foundational areas, especially time, pattern recognition, and fractions, pointing to the need for focused instructional support and strengthened foundational learning interventions," the study reported.
These district-level findings correlate with SSLC performance patterns, where Dakshina Kannada, Udupi, Shivamogga, and Hassan districts have consistently been among the top performers, while Kalaburagi and Yadgir have remained at the bottom of the table.
Implications for Educational Policy and Practice
The Prayoga Institute study provides substantial evidence that challenges traditional assumptions about gender and mathematical ability. By demonstrating that girls can and do outperform boys in mathematics when provided with conducive learning environments, the research underscores the importance of:
- Creating equitable classroom environments that support all students
- Focusing on conceptual understanding rather than competitive speed
- Addressing district-level disparities in educational quality
- Implementing targeted interventions in underperforming regions
- Promoting disciplined study habits and consistent engagement
This landmark study from Karnataka offers valuable insights for educators, policymakers, and researchers working to create more equitable and effective mathematics education systems that recognize and nurture the potential of all students regardless of gender.
