James Mtindi, Emmanuel
(2019)
The Effects of Social-Cultural Issues on quality Academic Performance among Public Secondary Schools Girls in Kwimba District: A Case of Kwimba District.
Masters thesis, The Open University of Tanzania.
Abstract
This study investigated the effects of social-cultural issues on quality academic performance among public secondary school Girls in Kwimba District. The study involved three specific objectives namely: to investigate the effects of home activities on girls’ quality academic performance in day public secondary schools in Kwimba District, to explore the impact of gender preference on girls’ quality academic performance in day public secondary schools and lastly, and to examine social practices that enhancing girls’ quality academic performance in day public secondary schools. Moreover, the study used quantitative and qualitative methods in data analysis. Also, the study employed simple random sampling technique to get 267 respondents who filled questionnaires and purposive was used also to obtain 7 interviewees from 28 secondary schools. Data obtained through interviews and questionnaires, where Cross-sectional design was used in this study. Furthermore, the findings illustrated that, home activities have great negative impact to girls’ students in their academic performance. The findings also indicated that, home activities deny sufficient time to girls for private study, cause dropout to girls, absenteeism, and tiredness to girls, late coming to school, truancy and then poor academic performance. The study also reported that, gender preference has been hammering girls’ academic performance for long time. Most girls are assigned many domestic activities than boys and are much ignored to acquire education. The study reported several measures to be taken like enact by-laws, provide breakfast and lunch at school, motivation to girls, educating society and building hostels. Lastly, the study recommended that, community and local government leaders should cooperate together to solve girls’ problems through home activities and gender preference.
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