An Examination of Family Background Characteristics and School Environments and Their Effects On Girls' Achievement in Schooling Process.

The purpose of this study was to examine the effects of family background characteristics and school environments on girls' achievement in the schooling process. Girls’ academic achievement in the schooling process is still a big problem especially in Mufindi district. This study therefore investigated the effects of family background on girls’ academic achievement. Three objectives guided the study. To examine the effects of family background characteristics on girls enrollment to schools; the effects of family background characteristics on retention of girl's in schools; the effects of family background characteristics on completion of girls in their schooling The literature revealed that cultural and social beliefs, attitudes and community practices prevent girls benefiting from educational opportunities to the same extent as boys. The study used both qualitative and quantitative approaches. Interviews, focus group discussion and questionnaires have been used as data collection tools. Findings revealed that socio-economic, cultural, household chores, lack of guidance and counseling, lack of role models, lack of provision of basic needs in school environment, child labour, long distances to and from school, lack of dormitories and sexual harassment are some of the factors that affect girls academic achievement in the schooling process. The study has shown that there are, however, circumstances where individual efforts of students themselves help girls improve their academic achievements in schooling. On the basis of the findings and conclusions of the study, it is recommended that MOEVT and PMO –RALG and the community at large should create awareness to parents for them to provide more support to their daughters in academic matters, also improve school environment and provide basic services at school premises. Furthermore it is recommended that further research should be conducted on boys’ achievements in the schooling process to have a comparative study.

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

The Open University Of Tanzania

Year dc:date.issued

2015

Author dc:creator

• Komba, Ashiry Ridhiwan

• 370 Education

Language dc:language

en