Contributing factors to girls’ participation in education among primary schools in Garissa Municipality, Garissa District

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Kampala International University, College of Education, Open and Distance Learning
The main purpose of this study was to establish how family, community, school and individual based factors affect girls’ participation in education among primary schools in Garissa municipality. The study followed a descriptive correlational survey design and applied a researcher made questionnaire, administered to 20 teachers, 10 head teachers and 30 female pupils of class seven, using purposive and convenient sampling methods. The study tested four main hypotheses that; i) Family; ii) Community; iii) Individual; and iv) School environment based factors can significantly influence girls’ participation in education. Data analysis using Pearson’ Linear Correlation Coefficient, revealed that family (r=0.380, sig. =0.007), community (r=0.468, sig. =0.000), individual (r=0.552, sig. =0.000) and school environment based factors (r=0.457, sig. =0.000) affect girls’ participation in education significantly. The researcher concluded that; i) the number of children parents have, level of parents’ income, work load at home, parents’ availability and desire to educate girls, religious beliefs, discipline and curricula sensitivity to girls’ education significantly increase girls’ participation in primary education; while ii) traditional ceremonies, beliefs, peer influences, low level of motivation and negative attitude towards girls’ education reduce girls’ participation in education. The researcher concluded that if girls’ education participation in Garissa municipality is to be increased; i) there is need for parents to be sensitized so that they equally avail education opportunities to both male and female children, reduce work load they give to girl children who are studying, increase their home availability and change their attitudes towards girls’ education; ii) Religious leaders need and should be assisted to increase their emphasis on girls’ education and discard traditional ceremonies and beliefs which do not favour education of girls like FMG; iii) girls’ attitude, motivation and discipline be emphasized to enhance their participation by giving prizes to those who excel indiscipline; and iv) School curricula should be made sensitivity to girls’ education, Teachers should encourage girls in class to participate and make them role models, more female teachers be trained to motivate girls and school resources be designed in a way that favours girls education.
A thesis presented to the school of postgraduate studies and research Kampala International University Kampala, Uganda In the partial fulfillment of the requirements of the Degree of Masters of Education Administration and Management
Girls’ participation, primary schools, Education, Garissa District