Browsing by Author "Josephine Ndangwa, Uhuru"

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    Socio — cultural factors and girls’ access to secondary school education in Marsabit District, Kenya
    (Kampala International University , College of Education, Open & Distance Learning, 2012-07) Josephine Ndangwa, Uhuru
    The study was on socio-cultural factors and girls’ access to secondary school education in Marsabit District, Kenya. Five research objectives were formulated to guide the study. These were to determine the profile of respondents in terms of gender, age, work experience and type of school; to determine the level of socio - cultural factors; to determine the level of girls’ access to secondary school education; to determine if there is a significant difference in the level of access to secondary school education between male and female students; to determine if there is a significant relationship between the level of socio-cultural factors and girls’ access to secondary school education in Marsabit district. The study adopted a descriptive survey and ex-post facto designs. The study employed 102 respondents from eight secondary school. Self -administered questionnaires with open ended items were the only instruments used to collect data from the teachers and principals. The findings showed that majority of the respondent were female (54.O%). The level of socio —cultural practices was high (mean =106) and the level of girls’ access to secondary school education was low ( 21.16). A t test analysis revealed that there was significant difference in access to secondary school education between boys and girls in Marsabit District. An insignificant relationship was found between the level of socio-cultural factors and girls’ access to secondary school education. I was recommended that young graduate teachers should also be posted in the district to fill the age gap. The community should be encouraged to shed off dangerous cultural practices such as female genital mutilation and early marriages. Parents and the entire community should be sensitized more on matters related to girl child education.
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    Socio — Cultural factors and girls’ access to secondary school education in Marsabit District, Kenya
    (Kampala International University, School of Education, 2012-07) Josephine Ndangwa, Uhuru
    The study was on socio-cultural factors and girls’ access to secondary school education in Marsabit District, Kenya. Five research objectives were formulated to guide the study. These were to determine the profile of respondents in terms of gender, age, work experience and type of school; to determine the level of socio - cultural factors; to determine the level of girls’ access to secondary school education; to determine if there is a significant difference in the level of access to secondary school education between male and female students; to determine if there is a significant relationship between the level of socio-cultural factors and girls’ access to secondary school education in Marsabit district. The study adopted a descriptive survey and ex-post facto designs. The study employed 102 respondents from eight secondary school. Self -administered questionnaires with open ended items were the only instruments used to collect data from the teachers and principals. The findings showed that majority of the respondent were female (54.O%). The level of socio —cultural practices was high (mean =3.06) and the level of girls’ access to secondary school education was low (21.16%. At test analysis revealed that there was significant difference in access to secondary school education between boys and girls in Marsabit District. An insignificant relationship was found between the level of socio-cultural factors and girls’ access to secondary school education. It was recommended that young graduate teachers should also be posted in the district to fill the age gap. The community should be encouraged to shed off dangerous cultural practices such as female genital mutilation and early marriages. Parents and the entire community should be sensitized more on matters related to girl child education.