GENDER DISPARITIES IN PIRLS AND TIMSS: THE CASE OF UZBEKISTAN

Matyakubova Nuriya Azimbayevna

Authors

Matyakubova Nuriya Azimbayevna teacher of the Department of “Methodology of Primary Education”, Faculty of Sports Activities, Pedagogy and Psychology, Urgench State University named after Abu Rayhon Beruniy, independent researcher of the Department of “Pedagogy and Psychology”

Keywords:

Gender disparities; PIRLS; TIMSS; Uzbekistan; Reading literacy; Mathematics achievement; Science education; Educational assessment; International comparison; Educational policy; Equity in education; Student performance.

Abstract

This article analyzes gender disparities in educational achievement in Uzbekistan through PIRLS and TIMSS data, revealing consistent trends where girls outperform boys in reading while boys generally do better in mathematics. It highlights contributing factors such as cultural norms, teaching practices, and parental support, and emphasizes the importance of Uzbekistan’s participation in PIRLS 2026 and TIMSS 2027 for developing targeted, gender-sensitive educational policies.

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