Mgalula, Joel Kategile
(2017)
Socio-Cultural Factors Affecting Academic Performance of Girls in Public Secondary Schools in Nzega District, Tanzania.
Masters thesis, The Open University of Tanzania.
Abstract
The purpose of the study was to establish socio-cultural factors affecting academic performance of girls in public secondary schools in Nzega district. The study employed descriptive survey where Questionnaires were used to collect data from teachers and students, and interview schedule was used as data collection instrument for heads of schools and parents who formed the sample group of the study. The schools were sampled by using simple random sampling while teachers and students were selected by using stratified sampling followed by simple random sampling. Parents were purposively included in the study. Data collected was analyzed by using SPSS. The findings indicated that the society agree that education is one of the fundamental human rights. Furthermore, too much work at homes, family preference to educate boys instead of girls, Female Genital Mutilation, the notion that females are less intelligent than males, early marriage, parental demoralization due to girls’ pregnancies before completion of schools as well as the notions that women’s rightful place is in the kitchen, low parental interest to educate girls due to belief that their daughters will marry and go away and parental failure to buy basic needs to their daughters are socio-cultural factors which negatively affect girl’ academic performance in public secondary schools. Challenges included corruption, political interference to some school disciplinary decisions, ignorance of some parents, poverty of some families and lack of cooperation from parents. Measures suggested included construction of dormitories in schools, educating parents on significance of education to girls, establishment of permanent places for pastoralist’s families and establishment of strong laws for anyone who will destroy the future of girls academically.
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