Socio-cultural factors and girl child education in secondary schools in Hoima District, Uganda
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Date
2019-11
Authors
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Journal ISSN
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Publisher
Kampala International University, college of Education,open and distance -learning.
Abstract
This study was carried out to assess how girls’ education at secondary school level in Hoima
district has been affected by socio-cultural factors. In order to get the required results, three
research objectives were employed, namely to: Examine the extent of the prevalence of
socio- cultural factors in Hoima district, as perceived by female students in Hoima district
secondary schools; to find out the extent of girl child education in secondary schools in
Hoima district, as well as to analyse the effect of cultural factors on girl child education in
secondary schools in Hoima district. The data were collected from all the 38 secondary
schools from Hoima district. The respondents of the study were the female students. A
sample of 720 female students as respondents was taken, but the filled questionnaires
returned were 700. Data were therefore analysed basing on the quantitative responses of 700
students, 50 of whom were also subjected to oral interviews in addition to filling the
questionnaires. A cross sectional survey design was used, employing quantitative and
qualitative approaches. Socio-cultural factors were conceptualized in terms of family-related
social factors and school-related social factors, yet girl child education was conceptualized
in terms of menstruation issues and beliefs, as well as gender stereotyping issues and beliefs.
The data on socio-cultural factors were analysed using arithmetic mean, while those on girl
child education were analysed using cumulative frequency. The data on the relationship
between the variables of the study were analysed using Pearson product moment correlation.
The findings of the study were that the prevalence of socio- cultural factors in Hoima district,
which affect girls’ education in secondary schools is low; the level of girl child education in
secondary schools in Hoima district is generally high. It was also found out that despite the
presence (prevalence) of socio-economic factors in Hoima district, they do not adequately
influence girl child education in secondary schools. The researcher made rrecommendations
that there is need for school administrators and parents to improve on the socio-cultural
factors in their respective domains by for example being more responsible to the female
children, guiding them more and helping them accordingly. They should also discourage
irrelevant cultural beliefs; Also, female students’ education should be promoted more by the
parents and teachers by for example parents ensuring that their children who join secondary
schools are helped and guided to complete their secondary school education cycle. Teachers
should also teach students better and guide them so that they perform well in the national
examinations. In addition, since socio-cultural factors do not significantly affect girl child
education in Hoima district, there is need for the government leaders, civic leaders and
religious leaders to continue discouraging the socio-cultural practices which hinder girls’
education.
Description
A dissertation submitted to the college of education, open distance and e-learning in partial fulfillment of the requirements for the award of a degree of master of education in educational management and administration of Kampala International University
Keywords
Socio-cultural factors, Girl child education, Secondary schools, Uganda