Education plays a supportive role in fostering the development of human values. In Bangladesh, women’s participation in higher education has become remarkably prominent. The present study was conducted among the students enrolled in the 2020-2021 academic session in the Department of Sociology at the University of Rajshahi. All students from that academic session were considered respondents, yielding a total sample of 103 participants. The study adopted a mixed-methods approach, employing both social survey and Focus Group Discussion (FGD) techniques. For the survey, a structured questionnaire comprising both open-ended and closed-ended questions was used, while a checklist served as the tool for the FGD. Quantitative data obtained from the survey were presented and analysed in tabular form, supplemented by qualitative insights derived from the FGD. The findings clearly indicate distinct gender-based differences in academic engagement and performance. Time management emerged as a critical factor influencing students’ results. Compared to their male counterparts, female students devote significantly more time to regular classes and self-study. They allocate more study hours across different periods of the day- early morning, noon, afternoon, and evening. Although female students generally achieve better academic results than male students, they tend to experience greater perceived stress related to studying. The fathers of the female students generally hold higher occupational status than those of male students, a factor that appears to contribute to the superior academic performance of the female students. Respondents residing in university halls of residence demonstrate better academic outcomes. As the majority of participants live in halls, their monthly expenses are relatively low. Female students, compared to male students, receive financial support from a wider variety of sources. Female students are more likely than male students to prepare for examinations through consistent and regular study routines. According to the respondents, implementing appropriate measures to support the overall development of the students would help to ensure improved academic performance. Multifaceted patterns of engagement and academic activities were also observed among the respondents in relation to these outcomes.