Psychosocial factors that affect girls' academic performance in secondary schools in Kenyenya, Kisii county, Kenya
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Date
2013
Authors
Makworo, Beatrice Kwamboka
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Female education is recognized as a critical pathway in promoting social,
political and economic development. In Kenya, in spite of the progress made
in narrowing the gender gap in education, still some parts of the country
record low performance in girls' education from secondary to tertiary colleges
and universities and this not only deprives them of opportunities but also
sustains the gender gap in leadership and professional fields. The aim of this
study, was to investigate psychosocial factors that affect the girls's academic
performance in secondary schools in Kenyenya sub-county in Kenya.
Kenyenya was chosen for study because in the KCSE result of 2009 , 2010
and 2011 no girl from the area managed to score an 'A' or 'A' - . In this study
the social learning theory of Albert Bandura was used. The objectives of the
study were: Investigating the girls' attitude towards school, finding out the
girls' interactive relationship with teachers, finding out the teachers' attitude
towards girls education and finding out the girls' academic self-concept. The
study employed descriptive survey research design. The target population of
the respondents was 1200 girls, 2400 boys and 24 class teachers. 12 secondary
schools were randomly selected from which a sample of 120 girls, 84 boys and
12 class teachers were chosen. The study had a total population of 216
respondents. The data was collected using two sets of questionnaires; the
class teachers and the students'. The instruments were piloted in two schools
which were not included in the study. Cronbach coefficient alpha method was
used to estimate the reliability of research instruments. Data was analyzed
using Statistical Package for Social Sciences (SPSS). Descriptive statistics
were used to analyze quantitative and qualitative data. The research found out
that girls have a negative attitude towards school, most teachers have a positive
attitude towards girls' education though others feel that girls need more support
than boys, girls' illicit relationship with teachers negatively affect girls' performance
and (51.7%) of the girls portrayed a negative academic self - concept. The
research findings of the study can assist the government, the policy makers,
the ministry of education and teachers in creating programmes that .can
motivate girls 'to work hard. The study can also inform the teachers' on the
need to change their attitude towards girls' educational needs and find ways of
engaging them to do better. The secondary schools administration and the
government should instigate relevant measures to help curb illicit relationships
of teachers with the girls.
Description
Department of Psychology, 83p.2013