Socio-cultural Factors and Girl Child Education in Secondary Schools in Hoima District, Uganda

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.

TABLE OF CONTENTS

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

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

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

ACKNOWLEDGEMENT.....................................................................................................iv

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

ABSTRACT ...........................................................................................................................x

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

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

1.0 Introduction ......................................................................................................................1

1.1 Background of the study..............................................................................................1

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

1.1.2 Theoretical perspective..................................................................................................3

1.1.3 Conceptual Framework..................................................................................................3

1.1.4 Contextual Perspective ..................................................................................................5

1.2 Statement of the Problem ...............................................................................................10

1.3 Purpose of the study .......................................................................................................10

This study was carried out to investigate the relationship between socio-cultural factors and 

girl child education in secondary schools in Hoima district, Uganda. .................................10

1.4 Research Objectives .......................................................................................................10

1. Examine the extent of the prevalence of socio- cultural factors in Hoima district, as 

perceived by female students in Hoima district secondary schools. ....................................11

2. Find out the extent of girl child education in secondary schools in Hoima district. .11

3. To analyse the relationship between socio-cultural factors and girl child education 

in secondary schools in Hoima district.................................................................................11

1.5 Research Questions.........................................................................................................11

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1. What is the extent of the prevalence of socio-cultural factors in Hoima district, as 

perceived by female students in Hoima district secondary schools in Hoima district? .......11

2. What is the extent of girl child education in secondary schools in Hoima district?..11

3. Is there a significant relationship between socio-cultural factors and girl child 

education in secondary schools in Hoima district? ..............................................................11

1.6 Research Hypothesis.......................................................................................................11

1.7 Scope ..............................................................................................................................11

CHAPTER TWO .................................................................................................................14

LITERATURE REVIEW....................................................................................................14

2.0 Introduction ....................................................................................................................14

2.1 Conceptual Framework .................................................................................................14

2.3 Related Literature..........................................................................................................16

2.3.1 Socio- Cultural Factors..............................................................................................16

2.2.2 Girl Child Education....................................................................................................17

2.3.3 Retention......................................................................................................................24

2.3.4 Relationship between Socio-Cultural Factors and Girl Child Education....................25

2.3.5 Beliefs on Menstruation and their Impact on Girl Child Education............................27

2.3.6 Early marriages and girl child Education ....................................................................29

CHAPTER THREE..............................................................................................................31

METHODOLOGY...............................................................................................................31

3.0 Introduction ....................................................................................................................31

3.1 Research Design .............................................................................................................31

3.2 Research Population .......................................................................................................31

3.2.1 Sampling......................................................................................................................31

3.2.2 Sample size..................................................................................................................32

Table 3.3.2 Showing sample size selection ..........................................................................32

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3.3 Data collection methods .................................................................................................32

3.4 Validity and Reliability of research instruments............................................................33

3.5 Data Analysis..................................................................................................................33

Table 3.5.1 Showing the mean ranges and their interpretation .....................................33

3.6 Limitations of the Study .................................................................................................34

3.7 Ethical Consideration .....................................................................................................35

CHAPTER FOUR: ...............................................................................................................36

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA............................36

4.0 Introduction ....................................................................................................................36

4.1 Respondents....................................................................................................................36

Table 4.1 Showing the respondents of the study..................................................................36

4.2 Findings..........................................................................................................................36

Table 4.2: Showing the prevalence of socio cultural factors in schools in Hoima district ..37

Table 4.3.1 Showing the access, retention and prevalence of girls in secondary schools in 

Hoima district (2000-2018). .................................................................................................42

Table 4.3.2 Showing a cohort of S.1 female students who entered school in 2015 and 

retained till 2018...................................................................................................................43

Table 4.4 Showing girls’ academic performance in the national exams, S.4, (2015-2018). 44

Table 4.5 Showing relationship between social cultural factors and girl child education in 

Hoima district, Uganda.........................................................................................................46

DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS .....................................48

5.0 Introduction .............................................................................................................48

5.1 Discussion......................................................................................................................48

5.1.1 Extent of the prevalence of socio- cultural factors in Hoima district, as perceived by 

female students in Hoima district secondary schools...........................................................48

5.1.2 Level of girl child education in secondary schools in Hoima district .........................49

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5.1.3 Relationship between socio-cultural factors and girl child education in secondary 

schools in Hoima district ......................................................................................................50

5.2 Conclusions ..............................................................................................................52

The following conclusions were drawn based on the findings of the study on each research 

objective, thus,......................................................................................................................52

The prevalence of socio- cultural factors in Hoima district, which affect girls’ education in 

secondary schools is low. .....................................................................................................52

Though girls’ academic performance as measured by the S.4 national examinations is poor, 

their access to secondary schools and retention there is high, so the level of girl child 

education in secondary schools in Hoima district is generally high.....................................52

Despite the presence (prevalence) of socio-economic factors in Hoima district, they do not 

adequately influence girl child education in secondary schools...........................................52

5.3 Recommendations....................................................................................................52

REFERENCES .....................................................................................................................54

APPENDICES......................................................................................................................59

APPENDIX I: QUESTIONNAIRE FOR STUDENTS........................................................59

APPENDIX II: Table for determining sample size from a given population by Morgan and 

Krejcie); adopted from Amin (2005)....................................................................................63