Family status and girls’ academic performance in selected schools in Matinyani Zone, Matinyani Division, Kitui West District, Kenya

Abstract

The study sought to investigate the relationship between family status and girls' academic performance. In the review of related literature, all relevant information related to the study was made of use and this helped the researcher to get a clear picture as well as guidelines concerning the problem under study. A descriptive design was employed since the whole study was about giving an explanation about a scenario. Questionnaires and interview guides were used in the collection of data. The findings of the study revealed among others: the confirmation that teaching learning aids were impacting on the learning environment. Recommendations were made and these called for government continuation to invest heavily and sustain FPE in order to provide an all inclusive education and training to all Kenyans irrespective of their region of origin, income status, gender, religion and any other disparities.