Gender and girls’ academic performance in science five selected schools Chuka Division, Meru South District, Kenya
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Date
2010-08
Authors
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Journal ISSN
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Publisher
Kampala International University.College Of Education
Abstract
The purpose of the study was to assess the effect of Gender on the academic performance
of pupils in five selected schools, namely; Kibumbu, Chuka Township, Eriani, Njeru
Junior and Ndagani primary schools of Karigani zone, Chuka Division, Meru south
district, Kenya. The specific objectives of the study were to determine the effects of
location on academic performance of pupils with regard to; discipline of pupils, school
drop out, infrastructure of the school, pupils participation in education, gender disparities
and socio-cultural practices. The methods of data collection were questionnaires and
interviews. It was also revealed that more boys participate in school than girls. Among
the 10780 pupils in Chuki zone, 6,0780 were boys and 4000 were female. The study also
revealed that drop out ,rate for girls is high compared to boys in the zone. The study
revealed that schools inadequate learning materials do not favor girl's academic
performance. 15(25%) of pupils respondents responded to adequate learning materials
while 45(75%) of pupils said learning materials were inadequate. The study revealed that
enrolment and performance of girls in rural areas is lower compared to urban areas.
According to the study, punishment levels were high and led to girls' drop out of school
which interfered with their academic performance. Teachers responded to punishments as
a way of instilling morale in pupils to perform better in class. The study revealed that
effects of gender inequality in education effected from teacher student interactions,
student grouping, class room climate and assessment strategies. The study revealed that
teachers, parents mostly in rural areas do not involve them selves in girls' education life.
If a girl is lucky to attain school fees from their parent, that is enough. This is shown in
the responses for both teachers and pupils whereby 10 (16.7%) and 5 (8.3%) respectively
mentioned about parents caring.
Govermnent was recommended to increase the funding of primary education to improve
the existing infrastructure, payments and other teacher budgets which caters for female
education since educating a girl is educating a nation. The last objective was summed up
by the respondents views on what would be the solution to girls' poor academic
performance in sciences. The respondents requested for the community sensitization on
the importance of girls education bearing in mind that educating a girl is educating a
nation, teachers requested the government to improve on school learning facilities in
order to make girls comfortable in both classes and outside, pupils requested in the
revision of the school curriculum to suit girls and lastly respondents were of the view that
single schools should be encouraged for girls confortability.
Description
Research report submitted to the institute of Open and Distance Learning in partial fulfillment of the requirement for the award of bachelor of Education in Early Childhood and Primary Education of Kampala International University
Keywords
Gender, Girls’, Academic performance, Science, Meru South District, Kenya