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THE ASSESSMENT FOR SOCIAL AND
ECONOMIC FACTORS FOR THE FAILURE OF THE GIRLS STUDENTS IN SECONDARY
SCHOOL: A CASE STUDY OF KASHAULILI WARD IN TOWN COUNCEL-MPANDA
DISTRICT-KATAVI REGION
|
FIRST DEGREE OF BACHELOR OF ARTS IN SOCIOLOGY
THE
UNIVERSITY OF DODOMA
MAY 2012
CERTIFICATION
We,
the undersigned certify that I have read and hereby recommended for the
acceptance by Dodoma University, a dissertation entitled, The assessment for the Social and Economic Factors failure of girls
students in secondary schools. A case Study Kashaulili Ward in Mpanda Town
Council, Mpanda District-Katavi Region for accomplishing the course in
requirements for the First Degree of Social Science in Bachelor of Arts in
Sociology in Dodoma University (UDOM).
Supervisor’s name
PROF; SANTAP SANHARI MISHRA
Supervisor’s Signature
…………………………………………………………
DECLARATION
We, Mwakalunde, Charles E., Mwakibinga,
Emmanuel, Mwelela Salama Y. musa Martha, Mushi Julieth. declare that this Dissertation is our own initiatives
and origin whereby it has not presented any Institution for the different or
similar degrees.
Names of Student
1. Mwakalunde, Charles E ……………………………………………
2. Mwakibinga, Emmanuel …………………………………………….
3. Mwelela Salama Y. ……………………………………………..
4. Musa Martha …………………………………………….
5. Mushi Julieth …………………………………………….
ACKNOWLEDGEMENT
We would like to
extend our gratitude to those who in one way or another have contributed to the
Dissertation Work.
We do thank to our
Lord for giving us enough strength that has enable us to work every day.
Here is our gratitude
to our families including Mr. Mwakalunde’s family, Mr. Mwakibinga’s family miss
Mwelela’s family, Musa’s family and Mushi’s family
We also knelt to our
beloved Coordinator Prof. Santap Sanhari Mishra who give the direction to us on
how to collect the Informations to the respondents and to organize the
information for writing the Dissertation.
My heartfelt thankful
to the Department of Sociology and Anthropology under the Collage of Humanities
and Social Sciences, School of Social Sciences in the University of Dodoma
that give us the opportunity to conduct
the Dissertation that initiate our skills.
I thank to the Higher
Education Students Loan Board sponsorship that funded the Dissertation conduct.
With humble we extend
the thankful to the teachers who care us as the students in our Organization called
University of Dodoma Sociology Student Organization Mr. Nelson Ishengoma and
Mr. Said Muya.
We would like to give
the special appreciation to our friends of BA in Sociology of University of
Dodoma for giving us moral support when we were preparing for the Dissertation
conduct and during writing the report.
ABSTRACT
The study addresses
the Social and Economic factors which lead to the failure of the Girls’
Students in Secondary schools. The study was conducted in the urban area in the
Ward Secondary Schools which are the most faced with the problem of the failure
Girls’ Students in Secondary schools.
These schools are
found in the Town Council in Mpanda District-Katavi Region in the Kashaulili
Ward as the case study that composed of the two secondary schools.
The information were
collected from the Students and the teachers in the selected secondary schools
that make the total of sixty (60) respondents whereby teachers were two from
each school and the students were twenty eight (28) from each school. The study
employs the Research instruments such as Questionnaires and Interview (Focused
Group Interview, In-Depth Interview,) in collecting the required data from the
field of study.
The information has
been analyzed through statistical package of social sciences (SPSS)
TABLE OF CONTENTS
Certification……………………………………………………………………i
Declaration
…………………………………………………………………….ii
Acknowledgement…………………………………………………………….iii
Abstract………………………………………………………………………….v
Table of Content……………………………………………………………….vi
List of tables…………………………………………………………………….x
List of
Charts…………………………………………………………………….xii
List of
Abbreviations……………………………………………………………xiii
CHAPTER
ONE…………………………………………………………………1
Introduction………………………………………………………………………1
Background of the
study………………………………………………………1
Statement of the
Study…………………………………………………………4
Purpose of the
Study……………………………………………………………7
Objective of the
Study…………………………………………………………..7
Main Objective……………………………………………………………….……7
Specific Objective……………………………………………………………..…..7
Research Questions………………………………………………………………8
Hypothesis of the
study…………………………………………………………8
Significance of the
Study……………………………………………………….8
Limitation of the
Study………………………………………………………….8
Definition of the Key
Terms…………………………………………….………9
Girls’ Students……………………………………………………………….……9
Boys’
Students………………………………………………………………….…9
Secondary school…………………………………………………………………9
CHAPTER
TWO
Literature Review……………………………………………………………………10
Introduction…………………………………………………………………………..10
Theoretical Frame
Work……………………………………………………………15
Functionalists Theory…………………………………………………………...…15
Symbolic
Interactionalists Theory……………………………………………….15
Related Theories……………………………………………………………….…….16
Theory of Adlerian ………………………………………………………………….16
Conflict Theory……………………………………………………………………...17
Summary of the
Chapter…………………………………………………………..18
CHAPTER
THREE
Research Methodology……………………………………………………………..19
Introduction……………………………………………………………………….….19
Research Design…………………………………………………………….……....19
Area of the Study………………………………………………………………...….21
Population…………………………………………………………………………..22
Sample Size……………………………………………………………………....….22
Sampling method and procedures………………………………………..……23
Research Instrument…………………………………………………………..….23
Questionnaire………………………………………………………………………..23
In-depth Interview…………………………………………………………………..24
Focused Group
Interview…………………………………………………………..24
Validity and
Reliability of Data……………………………………………………24
Data Analysis Plan……………………………………………………………………24
Summary of the
Chapter…………………………………………………………….25
CHAPTER
FOUR
Introduction……………………………………………………………………………….…..26
Data analysis methods
and presentation…………………………..........………….…26
The annual general
analysis of performance of the two schools……………………43
Causes of girls failure………………………………………………………………..………44
The bad behaviors of
girls students in secondary schools…………………………..45
The effect caused by
the increasing of the obstacles to the girl’s education attainment in secondary
school…………………………………………………………….46
Possible suggestion
to overcome the problem of girls failure………………………...46
Summary of the chapter
……………………………………………………………………..47
CHAPTER FIVE
Conclusion and
Recommendations……………………………………………………...48
Introduction…………………………………………………………………………………....48
Conclusion ………………………………………………………………………………..……48
Recommendations…………………………………………………………….………………49
Appendix…………………………………………………………………………………………50
References
LIST OF TABLES
Table1: Level of participation of
students in the Senior Secondary Certificate Examination in Ghana in 1994………………………………………………………..……..5
Table2: Level
of participation of students in Mathematics and Sciences at the Uganda
Certificate of Education (UCE) in 1995………………………………..…………6
Table3: Basic Education Certificate Examination results in
Ghana for the period 1990-1993 (as a percentage of the number of either sex
participating in examination)……………………………………………………………………………………..13
Table4: Level of participation of students in the Senior
Secondary Certificate Examination in Ghana in 1994…………………..………………………………..………14
Table 5: Population size………………………………………………………………….….22
Table
6: The number of sample used for research ………………………..…………22
Table
7: Sex of respondents ………………………………………………………….……27
Table8: Age of respondents ………………………………………………………………..28
Table
9: Time for waking up…………………………………………………………………29
Table10: The time
used by the respondent for personal studies…………………..30
Table11: The parents provide money to
their children? …………………….………31
Table12: Level of education of the head of the
family………………………….……..32
Table13:
Performance of the respondents
……………………………………………...33
Table14:
Sex of respondents …………………………………………….…………….…..34
Table15: Age of respondents …………………………………………………..……..…..35
Table16:
Time for walking up every day………………………………………………...36
Table17:
Time used by the respondents for personal
studies…………..………….37
Table18:
Parents provide money to their children……………………….…………..38
Table19: Level of education of the head of the
family……………………………….39
Table20: Time for having practical training ……………………………………………40
Table21: Performance of the respondents in annual examination………………..41
Table22:
Number
of students and their average marks of annual examination of 2011………....42
Table23: The overall grade for both schools……………………………..……………43
LIST OF CHARTS
Bar Graph 1…………………………………………………………………………………
27
Bar Graph 2………………………………………………………………………………….28
Bar Graph 3…………………………………………………………………………………..29
Bar Graph 4………………………………………………………………………………….30
Bar Graph 5…………………………………………………………………………………..31
Bar Graph
6…………………………………………………………………………………..32
Bar Graph 7………………………………………………………………………………….33
Bar Graph 8…………………………………………………………………………………..34
Bar Graph 9… ……………………………………………………………………………….35
Bar Graph 10…………………………………………………………………………………36
Bar Graph 11 …………………………………………………………………………………37
Bar Graph 12………………………………………………………………………………….38
Bar Graph 13…………………………………………………………………………………..39
Bar Graph 14……………………………………………………………………………..……40
Bar Graph 15……………………………………………………………………………………41
ABBRIVIATION
UCE-
Uganda Certificate of Education
NGOs-
Non Governmental Organizations
CHAPTER
I
1.0
Introduction
The study explains and describes the Assessment for
Social and Economic factors that Affecting Girls Performance in Secondary
schools. In the study there are established Problem statements, Objective of
the study, Research question, theoretical framework and the Methodology. Also
the studies explain on the significance and rationality of the study by
examining the stimulus that based into social and economic stimulus that cause
girls failure in secondary schools than boys students.
1.1.0 Background
of the problem
The problem
of girls failure in secondary schools has been traced since colonial period
when in our country there are schools which were owned by the colonialists and
children which has been chosen to get education in these schools were only boy
Childs who were sons of chiefs. For example; Mirambo boys in Tabora region.
The problem of girls failure in our
country developed even more after independence, many schools was build up but
was mostly for boys children, for example, these schools was like Songea boys in
Songea region, Kigonsela in Songea Region, Iyunga boys in Mbeya region,
Kantalamba in Rukwa region, Tosamaganga Secondary School in Iringa Region and
Pugu secondary in Dar es Salaam region. Since that period of independence girls
were less considered in education to compare with boys children, also shortage
of secondary schools, early marriages for girls for the sake of securing a goal
of dowry, a prevalence of unwanted pregnancies, the need for girls to help
mothers with home stead domestic chores and parental passiveness cultural
suspicions and fear of effects education will have on their daughters.
According to Ramadhan Kupaza, the Arusha times 20th December 2011
before independence for example the British government established education
tax that aimed at facilitating education requirements including the teaching
and learning facilities. However it should kept in mind that at the time few
African get into school but many European and Indian students were capable of
paying the fees and other school requirements
After independence there was no much
problem with the teaching and learning facilities as many schools were those
left by whites and other schools that were established after independence were
most aided by former colonial masters and efforts made the community in
contributing education improvement, so that is to say even though they faced
some problems, the problem of teaching and learning facilities was not great
problem. And actually many of them performed very well and as it has to be
considered that after independence the education system included formal ( that
inherited from European) self reliance
instruction “mafunzo”. For instance many of the teaching and learning
facilities were found at schools and students were given all the requirements
at school and those facilities were kept at schools.
At the end of 1980s Tanzania government
has entered into economic hardship that was unable to provide all the services
to its community. In fact the population was also increasing as well as their
demand thus there was a need to increase number of schools to the meet the
demand of its people in education aspect. Government was the sole supplier of
text book and other teaching and learning facilities to government secondary
schools but after tracked into economic hardship Tanzania had to accept the
Structural Adjustment Program that came with some condition including the
policy of cost sharing that demanded charges of the service to the members of
the society, however majority were incapable to provide the cost required thus
leads to inequalities in accessing the teaching and learning facilities among
schools and individual students
As the population grows, there was
excess demand of education service that forced government to allow private
schools and encourage community to build community school known as “Shule za Wazazi” For example of such schools is Sangu
secondary in Mbeya and these were found almost in all regions of Tanzania.
However the efforts succeeded in accomplishing the physical facilities
especially classrooms, but there was shortage of text books, laboratories and sometimes individual student lack schools
requirements like exercise books, pen, a ruler and alike, however shortage of
teaching and learning facilities was a challenge to student since a time.
Unfortunately in (1996) it was found
that the student performance was declining especially in science subjects and data from the National Examination Council of Tanzania
(NECTA) for the period 1994-2005 shows that performance in most of the subject
is poor, but those of mathematics and physics were comparatively poor, hence
the stakeholders, government and education ministry conducted researches to
sort out the reason for the poor performance in many government secondary
schools; among of the reasons that were identified are shortage of teachers, un
conducive learning environment, inadequate teaching and learning facilities
The government introduced ward
community secondary schools in 2007, teaching crash program 2005, and SEDP 2004
as effort to improve the secondary education but still the problem of having
poor Performance in our government secondary schools is still existing The
survey done by LHRC in 2010 shows that performance in most government secondary
schools decline by 11.2% due to inadequate teaching and learning materials,
lack of modern and adequate school infrastructure and lack of teachers
Up to day the problem of girls performance in our
country it is still there although our country it’s trying much to build
schools which are for both girls and boys but the problem of girl performance
it is still low to compare with boys performance, for example according to Dr
Rita T. Torto, shows the different of performance between girls and boys from
1993 1996 the percentage of the boys scoring Grade A was between 0.1% to 1.8 and although this is poor , it is
still high than that of girls which was in the range of 0.0% to 0.3%. If Grade
D and F are considered as failure, than 28.1% of boys and 38.0% of girls failed
in the Dar es Salaam. This is the reason we decide to conduct research on this
topic.
1.2.0
Statement of the problem
The problem
of poor girls performance has been also traced worldwide for example In
Portugal the rate of failure of the girl’s students is affecting the social
situation because the female are seemingly to be very important in the human
life expansion. The problems were put forward by the students themselves that
the students do not think about the future life in the scientific-technological
society. For example the analysis of the perceptions of the factors of academic
failure among grade-ten, science-tracked students. Students from eight schools
in southern Portugal (N=346) participated in the study. The major factors of
failure in 10th grade science courses, according to students, are quality of
teaching and previous student preparation. One third of the students did not
think that secondary science education prepared them for life in a
scientific-technological society (JesuÃna M. B. Fonseca at al, 2006).
Also in
Africa the problem has played the big part where most of the girls’ students
are failed and consequent they are dropping out and fail to continue with the
farther education. The community, home and school based factors are the main
factors that contribute to the failure of the girls students especially to the
science subjects. Example of the home factors are family size, house hold
income, parents education, culture, traditional belief that leads to the poor
performance of the girls students and result to the drop out of the students.
Example in Ghana
Table1: Level of participation of
students in the Senior Secondary Certificate Examination in Ghana in 1994.
SUBJECT
|
BOYS
|
GIRLS
|
|
No.
Students
|
percentage
|
No.
Students
|
percentage
|
Biology
|
291175
|
55.8%
|
230348
|
44.2%
|
Chemistry
|
106459
|
64.2%
|
59368
|
35.8%
|
Physics
|
101328
|
65.0%
|
54651
|
35.0%
|
Source: Torto,
1995
Table2: Level
of participation of students in Mathematics and Sciences at the Uganda
Certificate of Education (UCE) in 1995.
SUBJECT
|
BOYS
|
GIRLS
|
Physics
|
16474(70.5%)
|
6907 (29.5%)
|
Mathematics
|
34985(60.8%)
|
22540(39.2%)
|
Biology
|
31288(59.7%)
|
21154(40.3%)
|
Chemistry
|
16177(63.2%)
|
9427(36.8%)
|
Add
Mathematics
|
125(92.6%)
|
10( 7.4%)
|
Agriculture
|
17840(65.6%)
|
9359(34.4%)
|
Technical
Drawing
|
492(92.3%)
|
41(7.7%)
|
Source: Torto,
1995
In
Tanzania also the problem is the same comparing to other countries and
worldwide in general. For example, though no study has so far been able to
extract marginal products of female or male labour from estimated aggregate
production or cost functions and comparing their respective returns to
schooling, household surveys and censuses have done so. The conclusion of many
empirical studies is that “child development depends more on increased
schooling of the mother than increased schooling of the father”. The
development of the child includes health of the child, schooling and
productivity in adulthood (Schultz, 2002).
Also
according to the research in Nsemulwa secondary school and Kashaulili Secondary
school in Mpanda district in Town Council have shown that more causes is due to
the nature of the families such as
single parent family, overworking at home, distance from school that gives
difficulties to girls and result to influence behind to bad behaviors, poor
influence of the parents to support the education for the girls students,
hunger for students from morning to evening at 2:30 pm.
1.3.0
Purpose of the study
The only purpose of the study is to develop the
self knowledge (basic research) by looking on the forces behind on social and
economic stimulus that makes the girls students to fail than boys students in
secondary schools as the juncture of knowing on how to correct data and be able
to write the dissertation report that will make easy for the future research
attempt in correct and very accurately data.
1.4.0
Objectives of the study
1.4.1
Main objective
To examine the social and economic factors which
stimulates the failure of the girls’ students in secondary schools than boys’
students?
1.4.2
Specific objectives
·
To examine
the bad behaviors of girls students in Secondary Schools or at their homes.
·
To examine
the advantages for the girls students education in social and economic life
·
To examine
the effects of the failure of the girls students in secondary school in social
and economic life
·
To examine
the solution to overcome the problem of girls failure in secondary schools.
1.5.0
Research questions
·
Do you have
any practical or study tour at your school?
·
What do you
think are the reasons for the failure of the girls’ students at secondary
schools?
·
What are
the bad behaviors of the student when they at school?
·
What are
the bad behaviors of girls students when they at home?
·
What can be
the possible solution for improving the performance of the girls’ students in
secondary schools?
1.6.0
Significance of the study
The significance of the study is to understand what
are the social and economic reasons for the girls failure in secondary schools
to compare with boys students and what are the problems which girls are facing
in the academic arena, and also to come up with measures which can help to
overcome these problems which are facing girls students in secondary schools.
1.7.0
Limitations of the Study
In our study even though we succeed to conduct the
research, we faced a lot of setbacks such as, time constraints and shortage of
money that was the major striking limitation to the researchers, that’s why
data has been collected in only two secondary schools which are Kashaulili
secondary school and Nsemulwa secondary school in Mpanda Town Council, in
Mpanda Districts-Katavi Region.
Also we face the problem of poor response of the
respondents especially to some of the teachers such as academic teachers who fear
for the conveniences with the top administrative teachers like Headmistresses,
second masters and the school boards.
1.8.0
Definition of the Key terms of the study
1.8.1 Girls’
student refers to the people belonging to male sex that can undergo
reproductive systems by producing the babies or eggs who are studying in
secondary schools.
1.9.2 Boy’s
students refer to the people belonging to male sex that can undergo
reproductive systems but cannot give birth or eggs, who are studying in
secondary schools.
1.8.3 Secondary
schools refer to the area of study that concern with students whose aims
are to gain the additional knowledge either natural or social world knowledge
in earning the standard to overcome problems in their community.
CHAPTER
II
Literature
review
2.0
Introduction
The problem has also discussed by the number of
scholars into journals, books, and researches on the same title to the extent
that exemplify the existence of the problem in our social life. These writers
have also shown the importance of the girl’s education in the social life and
the main causes of girl’s failure.
According to
JesuÃna M.B. F (2006): Secondary Students Perceptions of Factors Effecting
Failure in Science in Portugal, Volume 2 Pp. Portugal high rates of failure in secondary level classes are a problem
worldwide. Effective teaching and efficient management of schools requires
information as to the causes of failure. One approach to acquiring this
information is to improve our understanding of what the students themselves
perceive as the causes and antecedents of school failure. According that
article, we analyze the perceptions of the factors of academic failure among
grade-ten, science-tracked students. Students from eight schools in southern
Portugal 346 people participated in the study. The major factors of failure in
10th grade science courses, according to students, are quality of teaching and
previous student preparation. One third of the students did not think that
secondary science education prepared them for life in a
scientific-technological society.
According to Paul S. T (2002) "Why Governments Should Invest More to Educate Girls,"
World Development, Elsevier, vol. 30(2), pages 207-225 summarizes empirical evidence by a number of
studies on the rationale for disproportionate allocation of public expenditures
towards women’s education. Though no study has so far been able to extract
marginal products of female or male labour from estimated aggregate production
or cost functions and comparing their respective returns to schooling,
household surveys and censuses have done so. The conclusion of many empirical
studies is that “child development depends more on increased schooling of the
mother than increased schooling of the father”. The development of the child
includes health of the child, schooling and productivity in adulthood.
According to Torto Rita (1995)
Extra Curricular and Out of School Factors Affecting Girls Participation and
Performance in SMT Subjects (Home/Community Factors; Distance from School;
Safety; time use .Pp- DEA Africa) governments in many parts of Africa are aware of the benefits of female
education. Education of females has a profound effect on national development
as lack of their education has been linked to low birth weight, poor health and
high mortality rates in children, high fertility rates, poor family nutrition,
low life expectancy, poor sanitation and high illiteracy rates. The
socio-economic importance of female education can thus not be over emphasized.
Efforts to boost female education have been made by
governments, international organizations and Non Governmental Organization
(NGOs). However, there is still a gender disparity in education. Females still
have low access to education, low participation and poor performance in many
subjects, especially Mathematics and Science subjects. Many factors which are
home, community and school based, continue to restrict developments in female
education. Research has shown that factors within the classroom are not the
only cause of gender imbalances in education and that home based factors which
include family size, household income, parents’ education, cultural and
traditional beliefs all contribute substantially to poor female enrolment in
school. Girls are pulled out of school and boys left in school when the family
income dictates that all children cannot be educated. Girls miss school when
there are chores to be done at home or there is a sick family member to nurse.
Girls are taken out of school when they mature to prepare them for marriage or
to help supplement the family income by selling, farming or performing other
money earning activities
Table3: Basic Education Certificate Examination results in
Ghana for the period 1990-1993 (as a percentage of the number of either sex
participating in examination).
GRADE
|
Mathematics
|
Science
|
Life Skills
|
Tech. Skills
|
Tech. Drawing
|
|
Girls Boys
|
Girls Boys
|
Girls Boys
|
Girls Boys
|
Girls Boys
|
Excellent
(1)
|
2 -3.5 3-6
|
2-3 4-5
|
2.3-3.8 1.6-3.4
|
2-4 2-4
|
2-3 1-4
|
Strong
(1-3)
|
11-15 13-17
|
12-17 13-16
|
- -
|
- -
|
- -
|
Credit
level
(1-6)
|
28-42 28-36
|
27-40 26-34
|
29-38 25-35
|
31-42 24-31
|
31-37 25-31
|
Source: Torto,
1995
The above results indicate that up to 6% of boys
and 3.5% of girls obtained Grade 1 in Mathematics. For both this grade and the
strong grades, the boys had a very slight edge over the girls. Although the
strong grades for both boys and girls in Science were similar, the boys again
did slightly better than the girls in the excellent grade. The percentage
passes to credit level in BECE Science from 1990-1993 declined from 39.4 to
26.6 for girls and from 34.2 to 25.7 for boys. In the three technologies
related subjects listed, girls did better in passes to credit level and at the
lower limit but had comparable grades to those of boys with the excellent
grades.
Table4: Level of participation of students in the Senior
Secondary Certificate Examination in Ghana in 1994.
SUBJECT
|
BOYS
|
GIRLS
|
|
No.
Students
|
percentage
|
No.
Students
|
Percentage
|
Biology
|
291175
|
55.8%
|
230348
|
44.2%
|
Chemistry
|
106459
|
64.2%
|
59368
|
35.8%
|
Physics
|
101328
|
65.0%
|
54651
|
35.0%
|
Source: Torto, 1995
For the case of Tanzania, the report from Tanzania
indicates a general poor performance for both sexes as a result of a very poor
foundation, the situation is worse for girls. From 1993-1996, the percentage of
boys scoring Grade A was between 0.1%-1.8% and although this is poor, it is
still higher than that of girls which was in the range of 0.0% to 0.3%. If
grades D and E are considered as failures, then 28.1% of boys and 38.0% of
girls failed in the Dar es Salaam region alone
2.1.0
Theoretical Framework
In dealing with the study, there are two suitable
theories which could be more applicable so as to bring the valid and more
accurate in guiding through doing the study (research). These theories are
Functionalist Theory and Symbolic Interactionist Theory
2.1.1 Functionalist Theory
Functionalist Theory is the suitable because it
will be helpful in guiding to examine the role of the family, education and its
components such as teachers and other stakeholders in shaping the individuals
in the community. Example in education we believe that “function performed by
education work is to maintain the stability and smooth operation of the
societies and among the most important function are transformation of cultural
behaviors, social integration, creation of knowledge and technology, and
effective role of occupation” (Thomas, W. La Verne) These may change the
altitude of the parents and other community members positively towards girls’
students by giving them moral behaviors in education studies.
2.1.2
Symbolic Interactionalists
The theory shows the understanding capacity of the
individuals in schools through communication action. The theory guide that
every individual has his or her own understanding to their origin language like
Kiswahili in Tanzanian schools, hence the students will be aware on the
language they use in their studies where they could be able in attaching the
meaning of their words to create the
understanding (social action).
According to the George H. Mead argue that the
theory focuses on social interaction and related concepts of self awareness or
reflexive thinking symbols and negotiated order.
2.2.0
Related theory
2.2.1
Theory of Adlerian
It is the theory that propounded by Alfred Adler
(1870-1937). In his theory of Adlerian psychology he argues that every
individual is running toward the success (from Inferiority to superiority).
Human are moving forward fiction goals that they think will leads to
superiority. The inferiority feelings lead to discouragement. These
discouragements may leads to the substance abuse, criminal abuse and also
suicide. (Adler, 1956, p. 156)
To combat these problem Adlerian counselors seeks
to help the client lead to socially useful life style. These useful lives means
that mentally healthy individual are parts of the mainstreams characterized by
their successfully meeting the challenge of the primary Adlerian life tasks of
society or work (Adler, 1958, p.239-51), spirituality and one’s self (Dreinkur
and Mosak, 1967).
This theory relate to the study that the students
are fighting getting chance to reach the successful life but they face the
obstacles that setback their efforts toward gaining education and improve their
pass marks. So these students need the self effort and the extra efforts from
the family, members of the societies and the government in initiating the
reduction or eradicating the failure of the girls’ students in secondary
schools.
2.2.2 The Conflict Theory
According to Karl max (1818-1883) this theory
emphasizes the existence of opposing forces in the life of individuals, groups,
social structures and society in general. This theory view human society as a
collection of competing interests groups
and individuals each with their own motives and expectations, assumptions of
this principle is underlying this theory that all members of the society do not
have the same value, interests or expectations they vary according to ones
position, privileges, ability, class and wealth. So according to this theory
individual within the society they do not share the same interest, value and
interests, in the society there is humiliation of same groups like women.
Also the theory emphasis on the Social Development
that development is for the society and then resources contrary to Milner who
argue the development start from the resources and then society. It is related
to the study that the girls are to be educated on their biological and social
being and the effects so as to be aware with social life after then give them
the possible resources to control because she or he can be aware to transform
them into productive.
2.3.0
Summary of the chapter
The chapter has shown the problems from the
International level, African continental level, Tanzania and consequently in
the field study at Katavi Region, Mpanda District, Town Council, the case study
Kashaulili Word.
Also the theories has shown the guide lines which
have give direction toward dealing with the problem of failing of the girls’
students in secondary school and show the related solution to the problem the
can be attain such as giving the girls students the critical support to earn
their performance.
CHAPTER
III
Research
Methodology
3.0
Introduction
The study employed field research as the method to
obtain primary data. The methods were reliable for the study to come up with
the key reasons, effects and the solutions of the failure of the girls’
students in secondary schools. The study compose of the area of the study,
research approach, research design, population, sampling method and procedure,
data collection method and instrument and data analysis plan.
3.1.0
Research design
Research design refers to the plan that specify the
population to be studied and the method of data collection. Researchers enable
to choose the design that best enable them to address research question at hand
(Smith 1991).
The formidable problem that follows the task of
defining the research problem is the preparation of the design of the research
project, popularly known as the “research design”. Decisions regarding what, where,
when, how much, by what means concerning an inquiry or a research study
constitute a research design. “A research design is the arrangement of
conditions for collection and analysis of data in a manner that aims to combine
relevance to the research purpose with economy in procedure.”In fact, the
research design is the conceptual structure within which research is conducted;
it constitutes the blueprint for the collection, measurement and analysis of
data. As such the design includes an outline of what the researcher will do
from writing the hypothesis and its operational implications to the final
analysis of data (Kothari C.R, 2004).
In our study is about what are the social and
economic reasons for girls’ failure in secondary schools. The study has been
made due to the increase failure of girls in secondary schools, in our country, Africa
and the world in general, the study conducted in Town council-Mpanda district
on two secondary schools which are; Nsemulwa secondary school and Kashaulili
secondary school.
The data which needed was the social and economic
factors which led to girls’ failure in secondary school in our country. And
these data has been found in two secondary schools that is; Nsemulwa secondary
school and Kashaulili secondary school which are located in town council
-Mpanda district. Also our study takes two weeks in collection of data and two
months in the analysis of data.
Targeted population was 60 respondents who were
obtained through taking randomly sampling for students and systematic sampling
for teachers. The collected data has been collected through several way or
methods including questionnaire which was close and open questionnaire,
interview which was in-depth interview and focused group interview.
Data are analyzed and presented through statistical
package of social science (SPSS).
3.2.0
Area of the Study
The study was conducted in Mpanda District that found in the zone of Lake Tanganyika that involves
Rukwa Region, Katavi Region and Kigoma Region. Mpanda district is characterized
by the dominant tribe of Bende and other migrant tribes such as Fipa from
Sumbawanga, Nyamwezi from Tabora and Sukuma tribe from Shinyanga. In the case
study of Kashaulili Ward that composes of Kashaulili Secondary School and
Nsemulwa secondary School in Town Council at Mpanda district. There are almost
ten secondary schools where as there are two private schools and the rest are
government schools.
According to District Executive Director 2011,
Mpanda District was established about 1947during the British colonial rule. It
has the magnitude of square km.47, 527 and 1000-2500 miters from the sea level.
It is found in the Latitudes 50,150 South and 70,030 South of equator and
Longitudes 300,310 East.
Panda District is sharing the common border with
the Urambo and Sikonge Districts in North-Eastward, Nkansi District in
South-East ward, Chunya District in Eastward, and Northward share border with
Kigoma and in Western ward is sharing border with Democratic Republic of Congo.
3.3.0
Population
The total populations of the student at Nsemulwa
Secondary school are 315 and the teachers are 15. Also at Kashaulili secondary
school there are 340 students and 16 students.
Table 5; population size
Name School
|
NO. STUDENT
|
NO. TEACHERS
|
Nsemulwa Secondary
School
|
315
|
15
|
Kashaulili Secondary
School
|
340
|
16
|
Source: from the field.
For those who used as the sample can be presented in
the table below;
Table6: Showing the number of sample used for research
School
|
Category
|
Number
|
Percentage
|
Nsemulwa Secondary
School
|
Teachers
|
2
|
13.3
|
Students
|
28
|
8.8
|
Kashaulili Secondary
School
|
Teachers
|
2
|
13.3
|
Students
|
28
|
8.2
|
Source: from the field.
3.4.0
Sample Size
The study has taken the population of sixty (60)
people in the two schools (Nsemulwa Secondary school and Kashaulili secondary
school) whereby has been classified as follows. There were two teachers from
each school such as Discipline masters from each school and Academic masters
from the same schools that administered for In-depth interview.
Also thirteen (13) students were used from each
school for focused group interview, then fifteen (15) students from each school
who also administered for close and open questionnaires that bring the total of
sixty sample sizes.
3.5.0
Sampling method and procedures
Systematic and Randomly Sampling were employed,
where by systematic sampling used for teachers such as academic master and
discipline master for each school aiming to obtain deep and accurate
information about the study. Also randomly sampling has been employed for the
students where by 15 from each school were selected for questionnaire and 13
for focused group interview from each school. This was done in order to obtain
correct and accurate information and to reduce biasness among the students.
3.6.0 Research
Instruments
These are the techniques and methods which employed
when collecting data in the field of study of Kashaulili Ward, Mpanda District.
3.6.1 Questionnaire refers to the list of
questions that given to the people who are surveyed or respondents. These
questions are prepared and written down (structured) where respondents fill
them (answer) and then back to the researcher (Thomas, Lavene W. 1982).
3.6.2 In-depth interview refers to the methods of
data collection that involve people with more accurate knowledge and skills
about the study and they have experience with the social situation or context.
3.6.4 Focused Group Interview refers to the method
of data collection that involves the group of people with the same interest,
attitudes, goals, who may give the accurate data of the study.
3.7.0 Validity
and Reliability of the Data
Validity is the appropriateness meaningfulness and
usefulness of the specific inferences made from test score. We usually measure
what we intend to measure.
Reliability refers to the consistency of the score
such as an instrument’s ability to produce approximately the same score for an
individual over repeated testing or across different raters.
Hence the intention of my field work conduct that
was exactly reached where by intended sixty (60) respondents were all reached
and cooperated fully in providing the validity of data. And also the
information gained is most pure and reliable that collected from the field
(direct from the respondents) that even if other researchers could do the same
will exactly gain the same answers as what I received.
3.8.0
Data analysis plan
The analysis of the study comprises of the
Qualitative Analysis through the interviews and the open ended questions in
questionnaires, and also the Quantitative Analysis through close ended
questions in questionnaires.
3.9.0
Summary of the Chapter
The Research Methodology has employ the case study
of Kashaulili Ward that will represents the other students on the problem of
why girls’ student fail in secondary schools with suitable methods and
techniques such as interviews and Questionnaire which bring the qualitative and
the quantitative Informations concern with the problem.
CHAPTER IV
Data
Analysis and Presentation
4.0 Introduction
The study is conducted so as to examine the main
causes for the failure of the girl’s students in secondary school, also to
understand their bad behaviors and its impact and to come up with the solution
which will help to overcome the problem of girl’s failure in secondary schools.
Data are collected into two forms such as secondary data and the primary data.
These primary data are obtained direct from the
field that involved the use of Questionnaires and the Interview questions which
is Focused group and in depth Interview so as to obtain the accurate Data.
4.1.0
Data analysis and presentation.
Data are analyzed and presented through Statistic
Package of Social Science (SPSS)
The following are quantitative analysis of data
gathered in Nsemulwa Secondary Schoo1.
|
Table 7: Sex of respondents
|
N
|
Valid
|
15
|
Missing
|
0
|
Sex of
respondents
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
Male
|
8
|
53.3
|
53.3
|
53.3
|
Female
|
7
|
46.7
|
46.7
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
The study composed of both sexes (male and female)
whereby male were 53.3% and female were 46.7%
|
Table 8; Age of respondents
|
N
|
Valid
|
15
|
Missing
|
0
|
Age of
respondents
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
11-15
|
6
|
40.0
|
40.0
|
40.0
|
16-20
|
9
|
60.0
|
60.0
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
The age of the respondents are relying on the range
of 11years to 20 years. The range of 11-15 years is 40%, and the range of 16-20
years is 60% that exceed respondents of 11-15 years for
20%.
|
Table9: Time
for waking up everyday
|
N
|
Valid
|
15
|
Missing
|
0
|
Time for waking up everyday
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
6:00am
|
12
|
80.0
|
80.0
|
80.0
|
7:00am
|
3
|
20.0
|
20.0
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
Most students do waking up very early in the morning a thing
which shows that they attend the class in required time. Our statistics shows
that 80% of the respondents wake early at 6:00 am although the rest 20% waking
up at 7:00 am that probably can become late at school.
Table 10: Time
used by respondent for personal studies
|
N
|
Valid
|
15
|
Missing
|
0
|
Time used by respondent for
personal studies
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
1 hour
|
3
|
20.0
|
20.0
|
20.0
|
2hours
|
10
|
66.7
|
66.7
|
86.7
|
3 hours
|
1
|
6.7
|
6.7
|
93.3
|
Others
|
1
|
6.7
|
6.7
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
The
statistics shows that most of the students do use two hours for personal
studies who range to 66.7%, 20% use one hour and the others who use more than
two hours are ranging to 6.7%
|
Table 11: Are
parents provide money to their children
|
N
|
Valid
|
15
|
Missing
|
0
|
Are parents provide money to
their children
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
Yes
|
3
|
20.0
|
20.0
|
20.0
|
No
|
12
|
80.0
|
80.0
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
Most of the students about 80% are not provided money by
their parents to spend when at school as the result they didn’t get food for
the whole day to initiate the concentration in their studies. Also very few,
about 20% are given the money to spend in school.
|
Table 12: Education
level of head of the family
|
N
|
Valid
|
15
|
Missing
|
0
|
Education level of head of the
family
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
None
|
3
|
20.0
|
20.0
|
20.0
|
Standard seven
|
6
|
40.0
|
40.0
|
60.0
|
Form four
|
2
|
13.3
|
13.3
|
73.3
|
Form six
|
1
|
6.7
|
6.7
|
80.0
|
University
|
3
|
20.0
|
20.0
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
Most of heads of the families have low level of education
where by 40% of the heads of the families reached standard seven, the heads of
families who have no education takes about 20% resemble to the Heads of the
families reached University. But the rest like 6.7% reached form six and 13.3%
of the head of the families reached form four.
|
Table13: performances
of the annual examination
|
N
|
Valid
|
15
|
Missing
|
0
|
performances of the annual
examination
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
B
|
1
|
6.7
|
6.7
|
6.7
|
C
|
8
|
53.3
|
53.3
|
60.0
|
D
|
6
|
40.0
|
40.0
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
Most of the respondents about 53.3% get
average of C, 40% takes average of D and the rest 6.7% get average of B.
|
The following are also the
quantitative analysis of data of Kashaulili secondary school
Table 14: Sex of respondents
|
N
|
Valid
|
15
|
Missing
|
0
|
Sex of
respondents
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
male
|
7
|
46.7
|
46.7
|
46.7
|
Female
|
8
|
53.3
|
53.3
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
The study composed of both sexes (male and female)
whereby male were 46.7% and female were 53.3%
Table 15: Age of respondents
|
|
|
Age of respondents
|
The time for sleeping at home
|
N
|
Valid
|
15
|
15
|
Missing
|
0
|
0
|
Age of
respondents
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
11-15
|
5
|
33.3
|
33.3
|
33.3
|
16-20
|
10
|
66.7
|
66.7
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
The most of the respondents involve in data
collection their year’s ranges to 11-20 where by 66.7% has 16-20 years and
33.3% has 11-15 year.
Table 16: Time
for waking up everyday
|
N
|
Valid
|
15
|
Missing
|
0
|
Time for
waking up everyday
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
6:00am
|
12
|
80.0
|
80.0
|
80.0
|
7:00am
|
1
|
6.7
|
6.7
|
86.7
|
8:00am
|
2
|
13.3
|
13.3
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
Most of the
respondents arrive to school very early where by about 80% wake up at 6:00 am
and the rest do waking up very late at 7:00am and 8:00am that make of 6.7% and
13.3%.
Table 17: Time
used by respondent for personal studies
|
N
|
Valid
|
15
|
Missing
|
0
|
Time used by respondent for personal
studies
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
1 hour
|
4
|
26.7
|
26.7
|
26.7
|
2 hours
|
8
|
53.3
|
53.3
|
80.0
|
3 hours
|
2
|
13.3
|
13.3
|
93.3
|
Others
|
1
|
6.7
|
6.7
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
Most
of the students about 53.3% use two hours for the personal studies where by
26.7%use one hour and the rest use more than two hours in their personal
studied.
Table 18: Are
parents provide money to their children
|
N
|
Valid
|
15
|
Missing
|
0
|
Are parents provide money to
their children
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
Yes
|
3
|
20.0
|
20.0
|
20.0
|
No
|
12
|
80.0
|
80.0
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
About 80% of the
students are not provided money to spend during class hours and the rest 20% are given the money as the result the
capacity thinking of students decrease especially for the day lessons.
Table 19: Education
level of the head of the family
|
N
|
Valid
|
15
|
Missing
|
0
|
Education level of the head of
the family
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
None
|
3
|
20.0
|
20.0
|
20.0
|
Standard seven
|
6
|
40.0
|
40.0
|
60.0
|
Form four
|
3
|
20.0
|
20.0
|
80.0
|
Form six
|
1
|
6.7
|
6.7
|
86.7
|
University
|
2
|
13.3
|
13.3
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
About 40% of the
heads of the families of respondents have reached standard seven, 20% of the
respondents their education level are
laying in None and form four, whereby the rest take about 13.3% for University
and 6.7% for form six.
Table 20: Time for
having practical training
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
None
|
3
|
20.0
|
20.0
|
20.0
|
Once
|
9
|
60.0
|
60.0
|
80.0
|
Two times
|
2
|
13.3
|
13.3
|
93.3
|
three times
|
1
|
6.7
|
6.7
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
It has discovered that about 60% argue that they
attend practical training and tours once.
|
Table 21: Performance
of the respondents in annual examination
|
N
|
Valid
|
15
|
Missing
|
0
|
Performance of the respondents
in annual examination
|
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
Valid
|
B
|
3
|
20.0
|
20.0
|
20.0
|
C
|
5
|
33.3
|
33.3
|
53.3
|
D
|
7
|
46.7
|
46.7
|
100.0
|
Total
|
15
|
100.0
|
100.0
|
|
The average of
performance is very low for the students whereby only 20% got B in annual
examination, and the rest increase in average of D and C, that 46.7% got D and
the rest got 33.3%.
4.1.5
General Analysis
The general
analysis for quantitative data on the general results of the Annual Examination
of the both schools (Nsemulwa Secondary School and Kashaulili Secondary School)
is as follows;
Table22: Number of students and their average marks of
annual examination of 2011
Schools
names
|
Number of
students and their average marks of annual examination of 2011
|
Nsemulwa
Secondary School
|
Students
|
A
|
B
|
C
|
D
|
F
|
Total
|
Boys
|
-
|
1
|
5
|
2
|
-
|
8
|
Girls
|
-
|
-
|
3
|
4
|
-
|
7
|
Kashaulili
Secondary School
|
Girls
|
-
|
-
|
4
|
4
|
-
|
8
|
Boys
|
-
|
3
|
1
|
3
|
-
|
7
|
Total number of students
|
30
|
|
|
|
|
|
|
|
|
|
Sources: from secondary school students
The total students who administered questionnaires
for both schools are 30 where by 15 are girl and other 15 are boys with their
results where by Girls are showing poor results compare to the boys students in
both school that no any girl who has got average of B but there is single boy
in Nsemulwa secondary school and three boys got B in Kashaulili secondary
school. Also the number of girls has shown increasing in number in getting
average of D.
Table
23: The overall grade for both schools (Nsemulwa
secondary School and Kashaulili Secondary School)
Average
Grade
|
A
|
B
|
C
|
D
|
Total
|
Number of
Girls
|
-
|
-
|
7
|
8
|
15
|
Number of
Boys
|
-
|
4
|
6
|
5
|
15
|
Source: From the field
The report shows that girls are increasing in
number in average of D and C where by girls are 8 and boys are 5. The averages
of C are 7 girls and boys are 6 and grade B there isn’t girls while boys are 4
out of 30 respondents, a thing which verify our study.
The qualitative data are to be analyzed through
Content Analysis on specific study concern with the poor performance of the
girls in secondary school.
4.2
The causes of the girls’ failure in secondary school
The respondents argue on the absence of the hostels
as the main cause of the girls failure at secondary school because absence of
hostels can lead to the street temptation that cause early sexual relation,
more working hours when at home, mob
psychology, Drugs abuse related to the scholar Desirae M. Domenico (2007) who
argue that Adolescent pregnancy in secondary schools in America are influenced
by the child sexual abuse and family structure such as parental rejection and
affection by diseases
Also the sexual relation of the student with their
teachers leads to poor attention of the students when at the class when the
teacher is teaching and the effect of the globalization to the Tanzanian
culture such as the communication media like Internet and televisions where
most of the people including girls are tempted to view the pornography films.
The poor awareness of the parents on the importance
of the girls education to the families and the society in general. Also in some
families the children are left alone with their parents at home and go to the
farm which is far from the home where the girls’ children face more challenge
that may make them to engage in sexual relation due to hardship of life.
The teachers
commented that the absence of the laboratory for the doing the practical
training that is very helpful for the student cognitive capacity building and
improve the performance. Also the changing of the curriculum without provision
of the training to the teacher so as to earn the handling of the teaching patterns
towards the students.
Poor commitments of the students when are in class
and poor foundation of the students in English language that cause them not be
familiar with the lessons which are taught in English Language.
4.1.3
The Bad Behaviors of the Girls Student in Secondary School
The report shows that out of 30 respondents mention
the bad behaviors of the students at home or at schools which are Laziness,
Prostitution and Absence during class hours where by 76.7% said students are
lazy, 76.3% said students are prostitute and 53.3% students are absentees
during class hours.
4.4
The Effects caused by the Increasing of the Obstacles to the Girls’ Education
Attainment in Secondary School.
The causes above can lead to the following results
such as dropout of the girls due to the early pregnancies, increase of the
family hardship due to the increase of the family children who has no their
father in the family, and increase of the girls who have no education in the
society even though they are preferred as the most wanted and helpful in the
society in family behavioral building and the society in general. It is related
to the scholar Monica Grant (2006) who explain that adolescent mothers are
increasing due to the early marriages in schools especially in Sub Saharan
Africa that cause the girls to dropout in schools
4.5
The Possible suggestion to overcome the problems of girls’ failure in secondary
schools
The only solution of the problems as analyzed by
the respondents are like building of hostel to escape from street temptation,
discouraging overworking at home, also the parents to be near their children by
teaching the good morals on referring to the importance of education.
The school are introduce the English speaking
program and Morning talk so as to improve the English speaking and
understanding to the student. The other thing is the teachers stopping
insulting the girls student because in increase the fairness among the girls
when the teacher concern enter the class.
4.6
Summary of the Chapter
Due to the causes of the problem and the effects to
the most of the girls’ students the most solution insisted that can make the
free from studies is building the Hostels because they can be accessing food
fully, they may escape from the street temptation, overworking at home as the
solution to overcome the problem of failing of the girls’ students.
CHAPTER
V
CONCLUSION
AND RECOMENDATIONS
5.0
Introduction
In this section there is overall analysis of the
whole research conduct on the genesis, stimulus, effects and the solution of
the problem of girl’s failure in secondary school on undertaking way forward on
improving girl’s results in secondary schools. Also the section shows the
number of References and Bibliography that used in getting knowledge on the
study.
5.1.0
Conclusion
Failure of girl’s students in secondary schools is
the wide problem, where girls in the whole world are facing the problems because
most of girls are not getting education and others are ending on the low level
of education to compare to boys. These situations lead the shortage of the
intelligent girls or females in performing the social, economic and
consequently political activities to earn their life.
Girl and female are most important ones in
development of any society, either in behavior building to their kids,
performing economic activities like agriculture activities, livestock husbandry
and home based activities which are most done by the girls and women. For more
advancement of the female life we should start since childhood to adult by
giving them education which is not segregative in age, gender or race so as to
increase the educated girls in our society for the sustainable development of
our entire society in all aspects of life such as social, economic and
political aspect of life.
5.3.0
Recommendations
According to our research we realize that effort
should be taken in order to decrease the
social and economic problems which are facing girls students in secondary
schools, first of all girls students attitude should be changed on
understanding the importance of education on their lives, also the government
should build many bolding secondary schools with enough facilities and
qualified teachers in order to accommodate the number of girls students in the
country, this will help much the performance of girls students because they will
be free with their studies rather than if they were at home where they face a
lot of challenges when they on their way to school and on their way to home.
Also parents and teachers they have to give girls
student the chance to express themselves on what they thing will be better for
them on order to improve their studies, fathers and mother they have to sit
with their daughters by talking to them and listening to them. Teachers they
should encourage girls’ student that they can do as boys do this will help to
cut the ideologies which girls have towards their sex.
Girls should be given a chance to have private
studies wherever they want to go as boys’ students instead of giving them a lot
of job to perform at home, this will help them to expand their thinking and to
have a good ability in their studies like boys students.
APPENDIX
Questionnaires to be administered for the students
in Secondary School in Mpanda District: A Case Study in Town Council Mpanda
District-Katavi
The purpose of the study is purely Academics in
nature. The information given by the respondents will be kept secretly.
A. General Information
1. Full name…………………………………………………………………………
(Put
tick for appropriate answer).
2. Sex, male [
], Female [ ]
3. Age
a. 11-15[
] b. 16-20[ ]
c. 21-25[
]
d. 26-30[ ]
e. If any mention……………………………………………………………………
4. Where are you coming from (locality)…………………………………………
5. What is the school name…………………………………………………………
6. In which form are you?
a. Form I [ ] b. Form
II [ ]
c. Form III [ ] d. Form IV [
]
e. If any mention………………………………………………………………
B. Social and Economic Information
(You
can opt multiple choices)
1. How many are you in your family
a. One
[ ] b.
two[ ]
c. Three [
] d. If any mentin……………………………………
2. To which position are you in your family?
a. First born [
]
b. Second born
c. Third born [
] d. If any
mention………………………
3. Whom you live with at home? (You can opt multiple choices)
a. Mother [
]
b. Father [ ]
c. Aunt [
] d. If any mention……………………………
4. From which tribe are you belong……………………………………………
5. What do you like to do after school sections at
home?
a. Watching TV
[ ] b. Listening music
[ ]
c. Studying [
]
d. If any mention………………………
6. What your parents want you to do when your at
home?
a. cleaning
the dishes [ ] b. Clean the house[ ]
c. Studying [
] d. If any mention……………………………..
7. At what time you likely to sleep every day?
a. 8:00 pm[
] b.
9:00pm[ ]
c.10:00pm [
] d. If any
mention……………………………
8. At what time you work up every day?
a. 8:00am
[ ] b. 9:00am[ ]
c.10:00am [ d. If any mention…………………………………
9. How many hours you use for personal studies
a. 1
hour[ ] b. 2hours[ ]
c. 3hours [
] d. If
any mention………………………………
10. Did your parents give some money to
spend during school hours? YES
[ ],
NO [ ]
11. If yes in 10 above, how much they give you.
a. 200 b. 300
c. 500 d. If any
mention…………………………………
12. How much money does your family spend per day for
different needs?
a. 100-1000 b. 1000-1500
c. 1500-3000 d. If any
mention……………………………
13. What is the level of education of your head of the
family?
(a)
Mother
i. None [
]
ii. Standard seven [ ]
iii. Form four [
]
iv. Form six [ ]
v. Collage [
]
vi. University [ ]
vii. If any mention………………………………………………………………
(b)
Father
i.None [
]
ii. Standard seven [ ]
iii. Form four [
]
iv. Form six [
] v.
Collage [ ]
vi. University[
]
vii. If any mention……………………………
C. Main Questions
(You
can opt multiple choices)
1. Which subjects do you like most
i.Biology
[ ] ii.Chemistry
[ ]
Iii.Geography [
]
iv. History [ ]
v.civics [
]
vi.Kiswahili [ ]
vii. English
[ ]
viii. Bookkeeping [ ]
ix. If any mention………………………………………………………
2. How was your performance in your past annual
examination?
a. A
[ ] b. B [ ]
c. C [ ] d. D [ ]
3. How many times you have Practical training or
study tour at school.
a. None [
] b. One
time [ ]
c. Two times [
] d. Three times
[ ]
e. If any mention……………………………………………………………
4. What do you think are the reasons for the failure
for girls students at you school?
S.No
|
Reasons for the girls failure at school
|
Put tick for appropriate answer and x for inappropriate answer
|
1
|
Poverty
|
|
2
|
Pregnancy
|
|
3
|
Lack of
confidence
|
|
4
|
More
working hours at home
|
|
5
|
Early
sexual relation
|
|
6
|
Girls are
not free as boys
|
|
7
|
Poor guidance and counsel from the parents
|
|
8
|
Mob psychology
|
|
9
|
Gender stereotype toward female that are no capable as men
|
|
5. What are the bad behavior of the of these girls
when at home or at school
I. Lazy [ ] II.
Prostitute [ ]
III .Absence during class hours [
] IV . If any
mention……………………
6. What are the solutions to improve the girl’s
student’s performance at school?
S. No.
|
Solution for improving performance
|
1
|
|
2
|
|
3
|
|
4
|
|
5
|
|
6
|
|
7
|
|
Interview questions administered for the students
in Secondary School in Mpanda District: A Case Study in Town Council Mpanda
District-Katavi.
Do you
have any practical training at your school?
What are
the bad behaviors of both boy and girls when they at school and their home?
What do
you think are the reasons for the failure of girls in secondary schools?
What the
effects of girl’s failure in the society?
What do
you think could be the possible solutions of these problems?
