Struggles Persist Among Japanese Students in Description-Related Exams
In a significant revelation, the Ministry of Education in Japan has released the results of the fiscal 2025 achievement test, which was held in April and administered in about 28,000 schools nationwide. The test results, published for the first time by gender, have shown a notable difference in the performance of male and female students in the Japanese-language section of the test.
The data reveals that female students, both in the elementary school sixth grade and the junior high school third grade, outperformed their male counterparts. The average correct answer rate for description-type questions in the Japanese-language section of the test for junior high school third-graders was 25.6%, with female students giving more correct answers than male students. A similar trend was observed in the elementary school sixth grade.
Furthermore, the survey conducted alongside the test revealed that more girls than boys in both grades expressed a liking for the Japanese-language subject. Conversely, more boys than girls in both grades admitted to not liking the subject. Interestingly, the opposite was not the case for math and science subjects, where fewer girls reported positive feelings, but there was no significant gender gap in test scores.
The reasons behind this gender disparity in Japanese language proficiency are complex and multifaceted. While factors such as gender-related unconscious biases and biological differences are being considered, it is believed that cultural and educational environment effects also play a significant role. A relevant study suggests that the cultural context in Japan, with its emphasis on collective achievement and process-oriented learning, may minimize the expression of cognitive gender differences compared to other countries.
This delay in the internalization of gender stereotypes in Japanese children could result in more similar cognitive processing traits between genders. However, girls may still outperform boys in language-related tasks due to motivation and engagement differences.
In conclusion, the stronger performance of female students in the Japanese-language test section appears to be connected to greater interest, confidence, and possibly cultural and social factors that encourage girls’ language development more than boys’ in Japan. The Ministry of Education has acknowledged these findings and will continue to explore ways to enhance the learning experience for all students, ensuring equal opportunities for success in all subjects.
[1] Ministry of Education, Japan (2025). Fiscal 2025 National Achievement Test Results. [2] Nakamura, S. (2020). Gender Differences in Japanese Students' Cognitive Processing Traits: A Cultural Perspective. Journal of Educational Psychology.
In the published data, female students demonstrate greater proficiency in the Japanese language section, with higher correct answer rates than male students, which could be attributed to their increased interest, confidence, and potential influence of cultural and social factors that encourage their language development. (1)
This nuanced gender disparity in Japanese language proficiency, as evidenced by the Ministry of Education's test results, suggests a need for further investigation into factors such as motivation, engagement, and the cultural environment to ensure equal opportunities for self-development and personal growth in all subjects. (2)
