Longitudinal analysis of the gender gap in university academic performance across different disciplinary contexts.

Abstract

This study presents a longitudinal analysis of the relationship between gender and academic performance across four university degree programmes: Double Degree in Law and Business Administration and Management, Bachelor's Degree in Law, Bachelor's Degree in Business Administration and Management, and Bachelor's Degree in Business Statistics, examining two representative subjects from contrasting disciplinary approaches: Business Financial Analysis, characterized by an applied and quantitative nature, and Commercial Law, oriented towards conceptual and normative frameworks. Drawing on academic grades from the 2018-2019 to 2024-2025 academic years across both ordinary and extraordinary examination sessions, this investigation examines how the gender variable operates and its relationship with degree programme, subject matter, and examination session. The analysis employs statistical methods including analysis of variance, regression analysis, the Kruskal-Wallis test, and the Chi-square test. The findings demonstrate a significant influence of gender on academic performance, confirming that observed gaps are not uniform but vary according to disciplinary context and examination session, revealing differentiated patterns of performance and academic motivation. The contrast between subjects with distinct epistemological profiles offers a particularly relevant perspective for understanding how the nature of disciplinary content and examination conditions influence gender differences and academic outcomes.