Authors : Laishram Milan Singh; Olivia Thangjam; Laishram Lilly Devi; Thuishim Kashung

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/ywzyn6sn

Scribd : https://tinyurl.com/48xxkswa

DOI : https://doi.org/10.38124/ijisrt/25aug1210

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : The paper analyses the changes in and gender gaps in enrolment in PCB (Physics, Chemistry, and Biology) among Class XI students in Manipur over a five-year period (2021-2025). The analysis focuses on subject-specific enrolment trends and gender-related preferences utilizing secondary data from the Council of Higher Secondary Education Manipur (COHSEM). The descriptive statistics reveal that the peak enrolment occurred in 2022, followed by a decline in 2023 and 2024, with a partial recovery in 2025. The female students predominantly applied to Biology over all other subjects throughout the years; however, this was juxtaposed with Physics and Chemistry, which exhibited gender balance and favoured female applicants. Statistically significant gender differences were seen across all three disciplines and the overall scientific stream, with females exhibiting higher mean enrolments in each instance, as validated by independent samples t- tests. These statistics suggest that while enrolment in Physics and Chemistry is somewhat equitable between genders, Biology is more favoured by girls. The results reveal the persistent presence of subject-specific gender attraction and the necessity to change the curriculum and implement awareness programs and interventions to promote equitable representation in all areas of STEM at the higher secondary level.

Keywords : Science, Gender, Enrolment, Trends, Disparities.

References :

1. Alka. (2019). Gender disparities in higher education enrolment in Haryana: An analysis based on AISHE and Census data. International Journal of Education and Social Development, 6(2), 45–57.
2. Bhaskar, R., Kumar, S., & Pillai, A. (2021). Trends in enrolment and infrastructure in South Indian schools: A regional analysis. Journal of Educational Planning and Administration, 35(3), 201–219.
3. Kashung, T., & Kamei, R. (2024). Impact of the School Fagat Hansi Mission on enrolment and teacher strength in Imphal schools. Manipur Journal of Education, 12(1), 55–68.
4. Kumar, A. (2025). Gendered stream preferences in higher secondary schools: A case study of Hamirpur, Himachal Pradesh (2016–2021). Himachal Pradesh Educational Review, 7(1), 88–102.
5. National Curriculum Framework. (2005). National curriculum framework 2005. National Council of Educational Research and Training.
6. National Curriculum Framework. (2023). National curriculum framework for school education 2023. National Council of Educational Research and Training.
7. National Education Policy. (2020). National education policy 2020. Ministry of Education, Government of India.
8. Obialor, A. I., Adeyemi, T., & Musa, F. (2022). Science education and national development: Pathways and challenges. International Journal of Science Education and Research, 14(2), 33–45.
9. Rajni Ranjan, & Jajoo, P. (2023). Comparative study of enrolment, retention, and academic achievement in government and private schools of Bilha block, Chhattisgarh. Educational Studies Journal, 18(3), 144–159.
10. Ramsurrun, A., Kowlessur, R., & Boodhoo, P. (2024). Declining enrolment in science disciplines in Mauritius: Causes and solutions. Journal of Science Education in Africa, 9(1), 12–28.
11. Sahoo, S., & Kumar, R. (2023). Gender disparities in science education in India: Evidence from NSS data. Indian Journal of Education and Social Policy, 20(2), 88–104.
12. Sahoo, S., & Klasen, S. (2021). Gender differences in subject choice and academic achievement in India. World Development, 145, 105522. https://doi.org/10.1016/j.worlddev.2021.105522
13. Sarma, A., & Daimary, D. (2024). Trends in gender disparity in higher education in India: An AISHE-based analysis (2010–11 to 2020–21). Journal of Gender and Education Studies, 6(1), 73–91.
14. Shah, P. (2016). Gross enrolment ratio trends in secondary and higher secondary education in India (2004–05 to 2013–14). Educational Review Quarterly, 9(4), 58–74.
15. Sharma, M. (2024). Barriers to girls’ secondary education in rural and marginalized communities. Journal of Rural Education Development, 15(1), 22–37.
16. Siddiqui, M. (2013). Dropout rates among Muslim students in India: Causes and solutions. Indian Journal of Minority Education, 5(2), 101–115.
17. Singh, H. (2020). Gender disparities in science stream enrolment in Manipur: A district-level analysis. Manipur Educational Research Journal, 8(2), 99–112.
18. UNESCO. (2017). Cracking the code: Girls’ and women’s education in science, technology, engineering and mathematics (STEM). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000253479
19. UNESCO. (2024). Global education monitoring report 2024: Gender equality in education. UNESCO.
20. Wahab, A., Rahman, S., & Karim, M. (2021). Factors influencing declining science enrolment in Bangladesh secondary schools. Asian Journal of Science Education, 3(2), 77–88.