Mentorship and Girl Child Education in Secondary Schools in Garowe, Puntland, Somalia

ABSTRACT 

The study sought to examine the impact of mentorship and girl child education in secondary schools in Garowe, Puntland, Somalia. The study objectives were; to establish the relationship between guidance and counselling and girl child education in Garowe, Puntland, to find out the relationship between role modelling and parental attitudes toward girl child education in Garowe, Puntland and to establish relationship between learning environment and girl child education in Garowe, Puntland, Somalia. The study was employed correlation research design to study the relationship between mentorship and girl child education. The study also employed quantitative approach. The study population involved 100 respondents and this comprised of selected officials from Ministry of Education, Mercy Corps, Educationalists, Selected female mentors and selected female students in Garowe. A sample size of 80 respondents was determined through stratified sampling, purposive sampling and random sampling methods. Data was collected from both primary and secondary sources using questionnaires and data from Puntland Ministry of Education. Data was analyzed through standardized statistical analysis techniques using statistical package for social sciences (SPSS). Descriptive data organized into frequency tables from which the means, standar deviations, percentages were calculated. The inferential data was also analysed using pearsons’ multi linear correlation coefficient to compare the difference between categorical frequencies of the research variables. The study found out that the total average mean of mentorship and girl child education was 3.34 which means very satisfactory in likert scale. This also indicates that there is a strong and positive significance relationship between mentorship variables (role modeling, guidance and counseling and learning environment) and girl child education. Further, the regression analysis found that the three variables a great and positive influence on girl child education. The study concludes that guidance and counseling is a twin word that is inseparable, but for the purpose of this study. School counselling for secondary students is designed to address the physical, emotional, social and academic difficulties of adolescents. The study recommends that as much as possible Ministry of Education (MOE), all implementing agencies of educational policies and heads of senior high school should endeavor to assign female mentor and counselors with the sole responsibility of guidance and counseling for the students especially for girls.

TABLE OF CONTENTS

Contents Page

DECLARATION ............................................................................................................................. i

APPROVAL ................................................................................................................................... ii

DEDICATION...............................................................................................................................iii

ACKNOWLEDGMENT................................................................................................................ iv

TABLE OF CONTENTS................................................................................................................ v

LIST OF TABLES......................................................................................................................... ix

LIST OF FIGURES ........................................................................................................................ x

LIST OF ABBREVIATIONS........................................................................................................ xi

ABSTRACT.................................................................................................................................. xii

CHAPTER ONE............................................................................................................................. 1

INTRODUCTION .......................................................................................................................... 1

1.0 Overview................................................................................................................................... 1

1.1 Background of the Study ......................................................................................................... 1

1.1.1 Historical Perspective ............................................................................................................ 1

1.1.2 Theoretical Perspective.......................................................................................................... 4

1.1.3 Conceptual Perspective.......................................................................................................... 5

1.1.4 Contextual Perspective........................................................................................................... 9

1.2 Problem Statement.................................................................................................................. 11

1.3 Objectives of Study................................................................................................................. 12

1.3.1 General Objective ................................................................................................................ 12

1.3.2 Specific Objectives .............................................................................................................. 12

1.4 Research questions................................................................................................................ 12

1.5 Hypothesis............................................................................................................................... 13

1.6 Scope of Study ........................................................................................................................ 13

1.6.1 Content scope....................................................................................................................... 13

1.6.2 Geographical Scope ............................................................................................................. 13

1.6.3 Time scope ........................................................................................................................... 13

1.7 Significance of the study......................................................................................................... 14

1.8 Definition of Key Terms......................................................................................................... 14

CHAPTER TWO .......................................................................................................................... 16

LITERATURE REVIEW ............................................................................................................. 16

2.0 Introduction............................................................................................................................. 16

2.1 Theoretical Review ................................................................................................................. 16

2.2 Conceptual framework............................................................................................................ 20

2.3 Related Literature.................................................................................................................... 20

2.3.1 The relationship between guidance and counseling toward girl’s educational attainment.. 21

2.3.2 The relationship between role modelling and parental attitudes toward girl’s educational

attainment and performance.......................................................................................................... 24

2.3.4 The relationship between learning environment and girl child education........................... 28

2.4 Gaps in the Literature.............................................................................................................. 30

CHAPTER THREE ...................................................................................................................... 32

RESEARCH METHODOLOGY.................................................................................................. 32

3.1. Introduction............................................................................................................................ 32

3.2. Research Design..................................................................................................................... 32

3.3 Study Population..................................................................................................................... 32

3.4 Sample Size............................................................................................................................. 33

3.4 Sampling methods................................................................................................................... 33

3.5 Sampling Technique ............................................................................................................... 33

3.6 Sources of Data ....................................................................................................................... 34

3.7 Research Instruments.............................................................................................................. 34

3.8 Validity and reliability of the instrument................................................................................ 35

3.9 Data Processing....................................................................................................................... 36

3.10 Data Analysis........................................................................................................................ 37

3.11 Ethical Consideration............................................................................................................ 37

3.12 Limitations of the study ........................................................................................................ 37

CHAPTER FOUR......................................................................................................................... 38

DATA PRESENTATION, ANALYSIS AND INTEPRETATION............................................. 38

4.0 Introduction............................................................................................................................. 38

4.1 Demographic characteristics of respondents .......................................................................... 38

4.2 Descriptive analysis of mentorship and girl child education.................................................. 42

4.3 Correlation analysis Relationship between mentorship and girl child education ................... 48

4.4: Multiple regressions............................................................................................................... 50

4.5 Data from Education Management Information System Unit ................................................ 51

CHAPTER FIVE .......................................................................................................................... 54

DISCUSSION OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS.................... 54

5.0 Introduction............................................................................................................................. 54

5.1 Discussions of findings........................................................................................................... 54

5.1.1 Demographic characteristics of respondents ....................................................................... 54

5.1.2 Relationship between guidance and counselling and girl child education .......................... 55

5.1.3 Relationship between role modelling and parental attitudes toward girl child education ... 55

5.1.4 Relationship between learning environment and girl child education................................. 55

5.2 Conclusion .............................................................................................................................. 56

5.2.1 Relationship between guidance and counselling toward girl’s educational attainment ...... 56

5.2.2 Relationship between role modeling and parental attitudes toward girl’s educational attainment and performance.................................. 56

5.2.3 Relationship between learning environment toward girl child education ........................... 57

5.3 Recommendations................................................................................................................... 57

5.4 Contributions to existing knowledge ...................................................................................... 58

5.5 Areas for further Research ...................................................................................................... 58

REFERENCES ............................................................................................................................. 59

APPENDICES .............................................................................................................................. 68