[ PAPER ID: 21709] TRENDS IN HIGHER SECONDARY EXAMINATION PERFORMANCE IN MANIPUR: A FIVE-YEAR LONGITUDINAL ANALYSIS (2021–2025): ARTICLE INFO: Date of Submission: Oct 28, 2025, Revised: Nov 23, 2025, Accepted: Dec 06, 2025, https://doi.org/10.56815/ijmrr.v4i4.2025.231-239, HOW TO CITE: Thuishim Kashung, Lanchalung Gangmei, Olivia Shinglai, & S Penmigrace (2025). Trends in Higher Secondary Examination Performance in Manipur: A Five-Year Longitudinal Analysis (2021–2025). International Journal of Multidisciplinary Research & Reviews, 4(4), 231-239.

Dr. Thuishim Kashung; Lanchalung Gangmei; Olivia Shinglai; S. Penmigrace Shimrei

doi:10.56815/ijmrr.v4i4.2025.231-239

Authors

Dr. Thuishim Kashung Assistant Professor, Lilong Haoreibi College, Takhok Makha, Manipur, India.
Lanchalung Gangmei Research Scholar, Manipur University, Manipur, India.
Olivia Shinglai M. Ed trainees, DM College of Teacher Education, Imphal, Manipur, India.
S. Penmigrace Shimrei M. Ed trainees, DM College of Teacher Education, Imphal, Manipur, India.

https://doi.org/10.56815/ijmrr.v4i4.2025.231-239

Abstract

Higher Secondary education is a crucial factor in shaping students' career and academic paths, both before to and following their schooling, while higher secondary exam performance serves as a vital indicator of educational quality and equity. This research study examines the trends in Higher Secondary Examination performance in Manipur throughout the five-year period from 2021 to 2025, utilizing secondary sources based on official examination results. The research employed a descriptive longitudinal approach to ascertain annual changes in overall pass percentages, gender-specific performance, district-specific outcomes, and stream-specific results in Arts, Science, and Commerce. The results indicate significant fluctuations in overall pass rates, with a substantial increase in 2021, followed by a decline in 2022 and 2023, and a notable recovery in 2024, culminating in stabilization in 2025 as a result of post-pandemic normalization. Gender-based study indicates a consistent performance advantage for female pupils. District-based results indicate persistent disparities between valley and hill districts, whereas stream-based analysis shows greater stability in the Science stream compared to the Arts and Commerce streams. The research highlights the ongoing existence of regional, gender, and stream disparities in higher secondary performance and contends that evidence-based planning and interventions are essential for improving equity and quality in higher secondary education.