Abstract:

This study conducts a longitudinal analysis of the relationship between gender and academic performance across four university degree programs: the Double Degree in Law and Business Administration and Management, the Bachelor's Degree in Law, the Bachelor's Degree in Business Administration and Management, and the Bachelor's Degree in Business Statistics. The analysis also focuses on two representative subjects with contrasting disciplinary approaches: Business Financial Analysis, which is applied and quantitative, and Commercial Law, which is conceptual and normative.

Based on student grade results obtained from the 2018–2019 to the 2024–2025 academic years, in both ordinary and extraordinary exam sessions, the study examines the influence of the gender variable and its relationship with the corresponding degree program, subject, and exam session. Statistical methods employed include Analysis of Variance (ANOVA), Regression Analysis, the Kruskal-Wallis test, and the Chi-squared test.

The findings of this research determine the significant influence of gender on academic performance, confirming that the observed gaps are not uniform, but rather vary by disciplinary field and depend on the exam session, revealing differentiated patterns of performance and motivation. The contrast between subjects with distinct epistemological profiles offers a particularly relevant perspective for understanding the extent to which the nature of the disciplinary content and the exam session impact gender differences and academic outcomes.

Keywords:

Gender equity, academic performance, higher education, longitudinal analysis.