An investigation on the Academic Challenges facing (Girls) single sex schools in Mtwara Mikindani Municipality.
STELLA MARIS MTWARA UNIVERSITY COLLEGE
(A constituent
college of Saint Augustine University Tanzania)
FACULTY OF EDUCATION
An
investigation on the Academic Challenges facing (Girls) single sex schools in
Mtwara Mikindani Municipality.
A Research
Report Submitted in partial fulfillment of the Requirements for the Award of
the Bachelor of Arts with Education.
STE/BAED/162882
NAMYUNDU
ASIA
2019
DECLARATION BY RESEARCHER
I, NAMYUNDU ASIA, declare that, this research study is my own original
work and it has not been presented and will not be presented to any other
university for a similar or any degree awards.
Signature………………………………Date…………………………….
DECLARATION BY SUPERVISOR
This research report has been submitted for examination with my approval
as the supervisor on behalf of Stella Maris Mtwara University collage
Names: Miss.S.Masuba………………
Signature…………….
Date………………….
ACKNOWLEDGEMENTS
I’m grateful to almighty God for his protection, strength and health mind
during the all-time of this research and report preparation.
Also I would like to thank you my supervisor Miss.S.Masuba for his
genuine criticism, guidance support and encouragement, critically he advised me
how this study could be carried out successful, and thus I appreciate his
heartfelt cooperation.
I also, thank all respondents from selected (girls ) single sex schools
which are Mtwara Sisters and Mtwara girls secondary schools both students and
teacher in giving me chance to collect information about the study and
accomplishing my research report, may god bless them.
I would like to thank you my loving parent Mr. Ally Namyundu for his
grateful encouragement and support that has enabled me accomplish this work in
time.
Also I would like to take this chance to thank my husband Tawfiq Mahamudu
Lulanje and my lovely uncle Issa Jaffu for their encouragement and support in
this hard work.
Lastly I would like to thank and appreciate typing effort support of my
best friends, Jafari Hadija and Nicas Shabani
DEDICATION
This research is dedicated to my lovely Parents Ally Namyundu and Rehema Issa,
lovely husband Tawfiq Mahamudu Lulanje, and my uncle Issa Jafu.
LIST OF ABBREVIATION
ETP - Education Tanzania Policy
TOP -Theory of
Performance
URT - United Republic of
Tanzania
WB -World Bank
LIST OF TABLES
ABSTRACT
The study was about an investigation on the academic challenges facing
single sex (girls) schools in Mtwara Mikindani Municipality. It was guided
under the following objectives; to identify an academic challenges facing
(girls) single sex schools, To examine on how
these challenges facing (girls) single sex schools affect an academic performance and to suggest
the possible solutions on how to overcome academic challenges facing single sex
schools (girls schools).
Technique
involved in selecting respondents includes, simple randomly sampling and
purposive sampling. A total of 40 respondents were used in data collections, where
by questionnaire and interview data collection methods applied. Also
quantitative and qualitative approach used to present data; numbers, tables and
text were used for data presentations.
The findings show that there are different academic challenges facing
single sex (girls) schools affect the performance of the students in secondary
school both private and public, these challenges creating difficult condition
for achieving an education goals to the girls students in term of academic.
These challenges includes poor government support in term of low budget from
ministry of education, also there scarcity of females teachers in girls single
schools as monitors adviser and supervisor of all issues related to their
gender, also there is poor support from the parents due to bad beliefs such as
girls children they are not supposed to get more education for fear of delaying
to get marriage or fear of being not succeed, also there were lack of
reproductive health education related to the gender issues to helps girls to
identify their enemies in term of their physical which will harms their studies
such as effect of early sexual relationship, early pregnant and bad peer group.
Also negative attitudes from the teachers toward girls to study and perform science
subjects discouraged the study to make more effort towards the science
subjects.
Therefore due to such effects of those academic challenges the following
are the recommendation for how to overcome those challenges toward performance
in girl’s single sex secondary school. The government should allocate enough
budget to these schools to facilitate teaching and learning process, also there
should be reproductive educations to the girls students so as to make them to
have self-awareness toward the issues related to their gender in order to put
them studying in safe environment, also teachers should develop positive
attitude towards girls performance in science subjects so as to motivate them
as they are able to study science and to perform well as boys. Also students
should develop self-commitment toward their subjects through studying hard and
to be responsible in conducting those task givens by their teacher for the
right time this enables them to perform well and reaching their expected goals.
Also parents should play their roles to support girls education in term of
providing them both material support like an exercise books , text books
schools uniform, pocket money so as to create good environment of studying as
well as moral support through cooperating with the teachers as well of raise up
an education to the girls.
TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter
deals with the background of the study, statement of the problem, objectives of
the study, significant of the study, research questions, scope of the study and
area of the study
1.1 Background of the study
Single sex schools were commonly in Switzerland and later in
US and United Kingdom which were pioneered in women’s education before the 20th
century, where by the number of countries like Australia, New Zealand and
Iceland continue to have a sizeable number of single sex schools. In other
countries, such as united state UK and Britain there has been a growing
promotion of single sex schools. Number of explanations have been preferred for
challenges of single sex schools where by proposed that single sex schools
reduce performance in girls since because there is no mixture school hence the
presence of boys in the class room contribute much class room interaction for
example by caring out answers and dominate in hands on activities such as
laboratory work and computer session less compared to single sex school.(askew
and Ross 1988). Also (Howe1997), state that single sex schools are more
selective in the social and ability profile for example in Tanzania there is
large number of single sex schools.
In part of
Tanzania single sex schools was started since the independence took place
(1960s)with the purpose of improving education sector(Massawe and
kipingu2000).The Tanzania education system is composed of both public schools
and private school of which some are single sex and other are educated or mixed
school with different learning environment UNICEF (20003).It is therefore
argued that girls and boys should learn differently and thus, should be
educated in separate environment in order to maximize the potentials. Study by
Mosha (2000), show that students from single sex school scored high than
students from coeducation schools. Through factors like school traditions,
social-Economics status, and parental support.
Scholars like
(Omari 2001), describe the intention of having single sex school as to
eliminate the distraction that sexuality can cause for students. Students in
single sex schools are able to concentrate well on school work without having
people of the opposite sex who will draw their attention (Raphael 2008).In
single sex learning environment, student can receive better education and get
to know who they truly are without the disturbance from students of opposite
sex .For this expectation parents send their children to single sex schools
believing that, they would perform better. For this case single sex schools are
seemed to be good for academic environment for the students.
1.2 Statement of the problem
Single sex
schools (Girls schools) are among of the academic institution faces with
different challenges including academic and social challenges which interfere
the whole process of academic matter toward the good qualification of the
students, especially female. Single sex school provides benefit to girl’s
students as well as teachers in general. Whereby for some extent contribute
much academic qualification and easily caring of students to the teachers
especially in boarding schools
Most of single
sex school (Girls school) In Africa particularly in Tanzania has been faces
with different challenges that effect on quality of education such as poor
performance especially to the girls, limited interaction between students of
opposite sex as well as gender inequality leading wide gap between girls and
boys in academic performance
There are
number of a challenge that makes education matter to be difficult to be
attained in single sex schools available in Africa and Tanzania specifically.
The primary challenge is poor performance especially to the girls Askew and
Ross 1988.In recent years Tanzania single sex school (Girls schools) has been
modified through establishing those single sex schools especially these girls
schools as boarding schools to make good
condition for male student’s to perform. In Tanzania they believes that single
sex school (Girls schools) are more beneficially since that student will study
in safe environment without having sexual relationship between girls and boys. Also
teachers they will be able to take care easily to the girls students as well as
promoting the academic competition between the same sex as well as opposite see
the best thing to do is to promote interaction between students of opposite sex
in term of Dilbert or sport and games so as they can be able to share the
academic matter hence adopt new technique of academic performance especially to
the girls.
Therefore it is
necessary to determine those problems facing single sex school (Girls schools)
in order to solve it.
1.3 Research objectives
The research
will contain general objectives and specific objectives
1.3.1 General
objective
The general
objective will be to find out the challenges faces single sex school
1.3.2 Specific objectives
i.
To identify academic
challenges facing (girls) single sex schools
ii.
To examine on how these
challenges facing (girls) single sex schools affect an academic performance
iii.
To suggest the
possible solutions on how to overcome academic challenges facing single sex
schools (girls schools)
1.4 Research
questions
i.
What are the academic
challenges facing girls single sex schools?
ii.
How these challenges
facing (girls) single sex school affect an academic performance?
iii.
What are the possible
solutions of an academic challenge facing (girls) single sex schools?
1.5 Scope of the
study
The
investigation will be conducted to investigate academic challenges facing
single sex (Girls) schools, in Mtwara Mikindani Municipality. The aspect looked
to the, what are the academic challenges facing single sex school, How these
challenges can effect academic performance, and to suggest possible solution
to overcome these challenges. Where by two single sex (Girls) schools which are
Mtwara Sisters and Mtwara Girls was involved as targeted school to present
other single sex (Girls) school
1.6 Significance
of the study
The study
benefited both students and teachers through identified the current academic challenges facing single
sex schools (Girls schools) with its reality and find possible solution toward challenges facing single sex schools (Girls
schools) like lacking interactions with
both sex, through reading this work. So that they can identify different ways
to cope with situation and start finding the initiative ways to deal with such
challenges.
Also the study
would have provide awareness in term of academic matter especially to those
education stakeholder like teachers and students since that when they would
conducting research to find the solution
toward the academic challenges facing(girls) single sex schools this study can
be used as related literature that could provide copy to the academicians such
as teacher and students review Through
such investigation the education stake holder like teachers and students can be
able to copy all possible solution toward the challenges that facing single sex
school so as to improve academic performance. The reasons why Mtwara Mikindani Municipality because I’m
familiar with this study area also there are several challenges facing single
sex secondary schools (Girls) on academic performance in single sex schools.
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter presents the theory of
performance, Theoretical review (The concept of secondary education),Single sex
schooling, The perception on single sex schooling, Challenges facing girls at
school ,Strategies to improve the performance of girls at school.
2.1 The Theory of
Performance (ToP)
The Theory of Performance (ToP)
develops foundational concepts to form a framework that can be used to explain
performance as well as performance improvements (Tomlinson, et al., (2002). To
perform is to produce valued results while a performer can be an individual or
a group of people engaging in a collaborative effort. Developing performance is
a journey and level of performance describes location in the journey. The level
of performance depends holistically on six components, namely: context, level
of knowledge, level of skills, level of identity, personal factors and fixed
factors. There are axioms that are proposed for effective performance
improvements (Caine, et al, 2005). These involve a performer’s mindset, immersion
in an enriching environment and engagement in reflective practice. The
rationale for a Theory of Performance is that, human beings are capable of
extraordinary accomplishments. Wonderful accomplishments also occur in
day-to-day practice in higher education (Bransford, et al., 2000). Therefore,
Performance is a journey not a destination and the location in the journey is
labeled as the level of performance. Each level characterizes the effectiveness
or quality of a performance. In other
words, to perform is to take a complex series of actions that integrate skills
and knowledge to produce a valuable result. The performer is an individual but
in other instances, the performer is a collection of people who are
collaborating such as an academic department, research team, committee, student
team, or a university. According to Bransford, et al, (2000) performance, can
be advanced through different levels; however, performing at a higher level
produces results that can be classified into categories such as quality
increases, cost decreases, capacity increases, skills increase, identity and
motivation increases. This theory is applicable to this study because it
relates with performance of the students and initiatives of the teachers on
improving the performance of the students
2.2 Brain theory
With re working of title 1x, school
has relied on brain theories to rationalize their implementation of
single-gender education. According to Gurian (2006), there are distinct
differences between boys and girls brains, such as structure of the retina, the
cochlea, and autonomic nervous system (Sax, 2009).In a girl’s brain, there is
more blood flow to the cerebral cortex, which contains the verbal centre, and
the sensorial centers’. There are more connections between the verbal and
sensorial centers’. In addition, more neuron connections are made between a
verbal and emotive centre within the limbic system. According to Gurian, souse
and Walsh (as cited in kommer 2006),the system of nerves that connect the right
and left brain hemispheres, known as the corpus callosum is 20% large in average.
Typically, girls do not dominantly utilize one hemisphere over the other, while
boys brain are primarily right-hemisphere dominant .Girls are able to discern
facial expression due to eye chemistry and brain receptors (Sax, 2006).Both
optically and neutrally within the female vision center, girls are dependent
upon p cells that connect the color variety with the functioning in the upper
portion of the brain. On average, a girls hearing is significantly more
sensitive, especially at the higher frequencies, which are most necessary in
speech discrimination. Their stress responses are impacted by the
parasympathetic sector of the autonomic nervous system (Sax 2006).
In contrast to girls, average boys
stress responses are controlled by the sympathetic section of the autonomic
nervous system (Sax 2006).Boys rely on M cells which provide quick
accessibility for them in regards to spatial activities and graphic clues
(Gurian, 2006).Boys brains shift into a rest state many times a day, which
disengages them in learning (kommer, 2006).Although their brains may rest, boys
are more likely to appear and squirm. This is due to a smaller amount of
serotonin moving through the pre-frontal cortex area of the brain. Girls brain
never rest, as their cerebral cortex remains on (Gurian, 2006). Boy’s brains
develop areas of visuospatial
Processing and memory and targeting earlier
than girls (Sax, 2006).The specific brain activity accountable for emotion
remains in the amygdale area: therefore, the ability to verbalize feelings more
problematic for boys. There are a surge of findings that highlight the
influence of sex on many areas of cognition and behavior, including memory
emotion, vision, hearing, the processing of faces and the brains response to
stress hormones .Regions of the brain responsible for language, spatial memory,
motor coordination, and relationship development grow at various rates time,
and sequences bet
2.3 Theoretical
Review
2.3.1 The Concept
of Secondary Education
Education Tanzania Policy (ETP) (URT,
1995) defines secondary education as a post-primary formal education, offered
to persons who successfully completed seven years of primary education and have
met their entry requirements. World Bank (2005) describes secondary education
broadly as a gateway to the opportunities and benefits of economic and social
development. Secondary education is now being recognized as a cornerstone of
educational system in the 21st century. Quality secondary education, is
indispensable in creating a bright future for individuals and nations alike
(URT, 2003).
2.3.2 Single-sex Schooling
(Girls school)
Single-sex education teaching girls
in classrooms or schools is an old approach that is gaining new momentum
(Sullivan, et al., 2011). A driving force in the single-sex education movement,
is recent a research showing natural differences in how males and females
learn. Before weighing the pros and cons of single-sex education, consider the
influences of nature versus nurture. Many factors affect each child's learning
profile and preferences. Some factors relate to the child's nature, such as
gender, temperament, abilities (and disabilities) and intelligence (Sullivan,
et al., 2011).
Other influences stem from the way
parents and society nurture the child: Family upbringing, socioeconomic status,
culture and stereotypes all fall under the nurture category. Sullivan, et al.
(2011) argues that, the gender-separate format can boost grades and test scores
for girls. Single-sex classrooms can break down gender stereotypes,
particularly when teachers have appropriate professional development (Sullivan,
et al., 2011). Girls in single-sex educational settings are more likely, to
take classes in mathematics, science and information technology, especially
when teachers have received appropriate training.
2.3.3 The
Perception on Single-sex Schooling
Single-sex schools are schools that
only admit those of one specific sex believing that the educational environment
fostered by single sex schooling is more conducive to learning than a
co-educational school (Kolawole, 2007). Girls gain more academically from
studying in single-education schools because girls find single sex schools more
conducive (Park, et al., 2012).
However, academic results are not the
only criterion on which the success of the education system should be judged.
Those who advocate for single-sex education in public schools argue that: Some
parents do not want their children to be in mixed sex classrooms because,
especially at certain ages, students of the opposite sex can be a distraction.
Single-sex education enhances student success when teachers use techniques
geared toward the gender of their students. Some research indicates that, girls
learn better when classroom temperature is warm.
Some research and reports from
educators suggest that, single-sex education can broaden the educational
prospects for girls (Riordan, 2011). Also Riordan in his book (2011) argue
that, co-education schools tend to reinforce gender stereotypes, while single-sex
schools can break down gender stereotypes. For example, girls are free of the
pressure to compete in subjects, such as mathematics and other science subjects
among them selves
2.3.4
Challenges Facing Girls in single sex school
A girl is a biological female offspring from
birth to eighteen (18) years of age. This is the age before one becomes adult
during which, the child is totally under the care of an adult who may be her
parents, guardians and older siblings (Damien, 2004). At this stage, the
girl-child is malleable, builds and develops her personality and character. She
is very dependent on those whom she models her behavior, through observation,
repetition and imitation (Richard, 2008).
There has been an increased outcry
for the girl - education at various forums, seminars, workshops and conferences
which were organized to address the problems faced by the girl-student (Damien,
2004). This may be because of the fact that, the girl-student participation in
education had been identified as one of the most significant challenges facing
Africa in general and Tanzania in particular. It is in the realization of this
that, governments came up with various programs aimed at uplifting the
socio-economic and educational status of the girl-student. In Tanzania for
instance, these programmed include; clubs such as debates and mathematics
clubs. However, despite these various programs organized for the girl-student
training, history has shown that, the girl-student is still at a disadvantage
position.
There is no doubt that, societal
recognition to the value of education in Tanzania which has been displaced
paving way to the ignorance of the people and deplorable condition of
education, particularly that of the girl-student (Richard, 2008). This situation
arose because of many reasons among which are; socio-cultural and ignorance,
economic stagnation characterized by pervasive poverty which has virtually,
weakened all sectors of development especially the education sector, and above
all, inefficient and ineffective implementation of the national and state
government policies on education (Damien, 2004).
These impediments contributed to poor
school enrolment particularly that of the girl-student, who is considered not
necessarily relevant to pursue formal education in traditional social set up.
Socio-cultural factors are significant in parental and family decision on
whether to invest in girl-child education. Pervasive gender ideologies at the
household and community levels always favor boys over girls and promote
differential educational opportunities and outcomes (Simeen and Sajeda, 2006).
In addition, some girl-students are
withdrawn from school or denied access to higher education because of the
belief that, the higher the girls educational qualification the lower her
chances of getting a suitable husband. School age girls engaged in street
hawking rather than attending school (George and Harry, 2004). Poverty and the
impoverished condition of the citizenry serve as a barrier to girl-student
education. Most mothers preferred street hawking and early marriage, than
sending their children to school (Richard, 2008).
In most polygamous homes, boys are
usually given considerations whenever there are scarce resources, for the
training of the children which means the resource no longer to the girls.
Sometimes, an intelligent girl is deprived of opportunity to go to school while
allowing a less intelligent or less ambitious boy to go to school (Simeen and
Sajeda 2006, Simeen and Sajeda 2006).
As a result, they could join some
urban gangs or go into crime due to the nature of their upbringing (Simeen and
Sajeda 2006). The challenges facing girls' education include early marriages,
teenage pregnancy, poverty, peer pressure, low adult literacy, among others
(Simeen and Sajeda, 2006). As a result of these factors, it has become very
difficult to retain the girl-student in school, especially in the rural areas
(Damien, 2004).
2.2.5
How an academic challenge affect girl’s performance in single sex schools
Girls experience different challenges
in academic matter when they are in single sex schools that affect them in
their academic performance, there is no, enough female teachers leading difficult for
them to maintain or receive gender education
so as to encourage them in studying and encourages girls students to
fight against sexual harassment for the case of promoting good performance . Also
there is no interschool competition between girl’s school and boys in
conducting an examinations, Dilbert as well as sport and game for fear of
having sexual relationship between girls and boys leading girl’s failure to imitate
the new ideas from the boys in academic matter. Also affect girls performance
since that girls does not have enough chance of finding materials from other
schools makes them to remain with the one idea of what taught by their teacher.
In other hand this situation makes girls to study in an environment of no
having competitions with other students leading them to appreciate their skills
while them does not well performing in their studies. (Hubbard and Denton, 2000).Also
lack of gender education due to scarcity of female teachers leading Eighty
percent (80% of school age girls have experiencing some forms of sexual
harassment, where by fail to concentrate more in their studies hence leading
poor performance. (Hubbard and Denton, 2005).
2.3.6 Strategies to
Improve the Performance of Girls in Single-sex Schools
Sullivan, et al. (2011) argue that,
schools looking for ways to increase student motivation and academic
achievement, ought to consider offering single-sex classrooms as one of the
highly effective change that can address students' needs. However, educators
think that, and a girls learning differently with boys are not justification
for offering single-sex classes but rather, gender differences are a further
reason for teachers to embrace differentiated instruction within as well as
single-sex classes (Sullivan, 2011). Although experience clearly affects the
development and wiring of the brain, growing evidence suggests that, gender
also seems to be a contributing factor in brain development. Halpern, (2011)
asserts that, Girls seem to show stronger verbal skills and demonstrate empathy
more readily than boys. This means that girls are probably more active in the
classroom and more often show strengths in using words verbally and in writing
(Riordan, 2009). Learning about gender differences can help teachers of
single-sex and co-educated classes meet the needs of students more effectively
(Sullivan, et al., 2011)
One of the best ways to provide
instructions for girls is to reactions in bullet format on the board and
provides a time frame for completing all steps, or even each step. In this way,
teachers can also define specifically how they want students to prepare for
tests. Girls will not typically only read over their notes or the textbook as
preparation, sometimes the morning of the test (Park, et al., 2012). Requiring
specific steps such as making vocabulary flash cards the first night, sketching
key concepts the second night, and making their own questions the third night
in studying for a test provides clearer expectations and directs students to
prepare appropriately (Sullivan, et al., 2011). After several months of setting
study expectations, teachers could then make a transition to requiring exit
slips, in which students explain how they will prepare for the test as they
leave class. Again, this provides more structure in which students take
ownership and can be held accountable.
On the other hand, girls tend to
benefit from increased opportunities for making connections between themselves
and the content (Riordan, 2009). To tap this, teachers could build in more
cycles where students voice their opinion about content, make comparisons
between content and their own experience, and use manipulative or real objects
to explore concepts (Sullivan, et al., 2011). Understanding gender is not about
pitting girls against boys; it's about bringing in more activities and
procedures that can benefit the students in the classroom (Park, et al 2012).
Seeing through the lens of gender in the classroom, can help teachers
reconsider or examine their current practices.
2.4 Research Gap
Based on literature review, there
exists a gap on the investigation of academic performance in (girls) single sex
schools. Some studies have compared performance between single sex schools and
co-education, schools and found that, single sex schools perform better than
those students in co-education schools. However, there has been evidence that
in single sex secondary schools, boy’s schools perform better than girl’s
schools. Girls in single sex schools who are expected to performed better are
still performing lower than boys. These girls are already in schools hence,
overcome most of the barriers which generally affect girl–student education as
mentioned in section 2.2.4, but they are still performing lower. From the
existing literature, this question is not clearly answered. It is the intention
of this study, to find out why and to document the challenges facing
performance of girls in single sex schools especially in Mtwara Mikindani
Municipality.
CHAPTER
THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter
deals with research methods is used in study, main part included in this
chapter are Research approach, research design, area of the study, targeted
population, sampling techniques, sample
size, data collections methods, and data analysis strategies, validity and
reliability of findings as well as ethical issues in research
3.1 Research
approach
Research
approach refers to the whole design of research which includes processes of
investigating different types of data collection and analysis (Kothari, 2004).
Researcher used mixed approaches which are both Qualitative approach and quantitative.
Qualitative applied because the data analysis is in form of expression and
explain more about the table presented in quantitative form or numerical way.
3.2 Research design
According to
Kothari (2004) defined research design as 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. The researcher used descriptive
research design and survey to the field simply because these are flexible in
explaining and describing the phenomena in terms of characteristics of the real
life; also was helped to obtain the detail information when investigating the
empirical data in the field especially at Mtwara sisters and Mtwara girl’s
secondary schools.
3.3 The study area
According to
stake, (1998), one of the Major considerations of selecting a study area is
opportunity to learn. The study conducted at Mtwara Mikindani Municipality in Mtwara
region, Tanzania. Mtwara Mikindani lies between longitudes 38o and
48o 30// East of Greenwich. It is also situated between
latitude 100 05// and 110 25//
south of the equator, Mtwara Municipal has the total population of 108,299
(NBS, 2012).This region in southern part is bordered with Mozambique and Ruvuma
River, Western part Mtwara is bordered with Ruvuma Region, Northern part is
bordered with Lindi Region and to the Eastern part bordered with Indian ocean.
The most dominant ethnic groups are the Makonde, the Makua and the Yao. The
main economic activities are; fishing, mining, agriculture, industries and
trade. Therefore, the study will be conducted under the case study at Mtwara
sisters and Mtwara girls secondary schools due to the fact that in this schools
there is opportunity to learn in term of cost as well as this two schools will
be able to present other single sex schools (Girls schools ) found in Tanzania.
On the academic challenges facing them.
3.4 Targeted
Population
Kothari, (1985)
Defined population as the entire group of individual events or object that have
common observable characteristics. The targeted population of this study will
be (400) respondent from both secondary school which are Mtwara girls and
Mtwara Sisters since that most of them they have an experience concerning about
those an academic challenges facing students in girls single sex school.
3.5. Sample and
sampling techniques
According to
Kothari (2004), defined sampling as the techniques or procedure's the
researcher would like to adopt in selecting items of samples. This study
involved both probability and non probability sampling technique was applied on
the academic challenges facing single sex school (Girls school).This is because
probability technique the selection of an individual will be done by chance,
Which means that every individual had a equal chance to be selected as a sample
in a study as simple randomly sampling. Under non probability sampling
techniques was used as not by chance as known as purposive sampling.
3.5.1 Simple random
sampling
According to
Kothari (2004), defined random sampling, as the technique in which every an
individual in the population has an equal chance to be selected as a sample.
The study used simple random sampling as an aspect of probability technique so
as to provide a room for every member of population to have an equal chance of
being selected to the sample. Simple randomly used to the students in certain
class and some teachers. To the students respondents will be selected according
to their level of classes on the part of some teachers respondents will be picked
except head schools and academic teachers of both schools.
3.5.2 Purposive
sampling
According to
Kothari (2004), defined purposive sampling as the way of choosing particular
units of the universe for certain officer sample on the basis that they are
selected out of the huge one that typically represent the whole. The researcher
employed purposive sampling to the head of schools and academic teachers as
well as students from different level of classes because are the parts of
targeted respondents and as the way of obtaining adequate and deep information
related to the study. Also enabled to get information’s related to the study.
3.6. Sample size
Sample size
refers to the number of item to be selected from the population to constitute
the sample that will be involved in the research process (Kothari 2004). As
proposed by Kothari (2004), a sample size 40 respondents is suitable for
population of 400 respondents. The following formula can be considered;
The table below indicates
by curry (1934) formula of sample size.
Table 1: Curry (1934) Formula of sample size
|
Population size
|
Sample percentage
|
|
0-100
|
100%
|
|
101-1000
|
10%
|
|
1001- 5000
|
5%
|
|
5001-10000
|
3%
|
|
10000+
|
1%
|
The sample size calculated as follows.
10×400=40
100
Teachers 100/100
× 12= 12
Students 100/100
× 28= 28
Table 2: Distributions of Respondents
|
Respondents
|
Number of respondents
|
Percentage
|
|
Teachers
|
12
|
30
|
|
Students
|
28
|
70
|
|
Total
|
40
|
100
|
Curry, (1934)
The total
targeted population in this study was 400 from population so, according to
Curry rule of the sample size of the
study was ten percentage (10%) because it is ranging between 101-1000 targeted
population. Where the total population of 40 respondents taken as 10% 0f the
population range between 101-1000.
Therefore, sample size of the study focused on
two-selected secondary school whereby the sample size comprises 40 respondents.
The respondents are 12 teachers from both schools and 28 students from both
schools Mtwara girls and Mtwara Sisters Secondary schools whereby they The
researcher employed 40 respondents because the sample size was efficiently,
representative, reliable, and flexible on time and cost considerations.
Hence
the sample size for this research will be 40 respondents which will involves
both teachers and students from both schools.
3.6.1 Demographic
information of respondents
This part represents background of
the respondents’ information’s involved in the study in term of sex, ages, and
education level as follows;
3.6.1.1 Sex
The researcher
was interested to collect information’s from different sex as in order to
observes the position of each sex in relationship to opposite in single sex
schooling.
Findings in the
study have revealed that, (6) of respondents were males which are (15%) and 34 were
females which are (85%). These findings show that, the number of female
dominate the number of male respondents, but the number of teachers both males
and females were the same. (Source:
Field data 2019).
3.6.1.2 Age
The researcher
was interested to collect information’s from respondents with different age as
an important factor in this study therefore; respondents were grouped into
different groups according to their ages. From14-18, were 18 respondents (45%),
from 19-24 were 10 respondents (25%), from 25-44 were 11respondents (27.5%) and
45-60 was 1 respondent (2.5%)
Respondent’s
age was used to determine the range of differences in term of thinking ability
on the way they view about an investigation on the academic challenges facing
single sex (Girls) schools.(Source:
Field data (2019)
3.
6.1.3Respondents Education level
The researcher
interested to collect information’s from respondents with different education
level as an important factor in this study therefore; respondents were grouped
into different education level. According to the data collected, Ordinary level
were 18 respondents (45%), from advanced level were 10 respondents (25%),
degree were10 respondents (25%) and masters were 2 respondents (5%).
According to
data collected from all sampled schools (Mtwara Girls and Mtwara Sisters
secondary schools) it was found out that, there was proportion number of
teachers with almost similar level of education. Also the number of students
from ordinary level dominated the number of students from advanced level since
that one school had no students of advanced level. Also for the teachers the
number of teacher with bachelor dominates the number of teacher with master’s
level. Therefore in this study respondents with high level of education are
those with masters and low level are those from ordinary level of education.(Source: Field data 2019)
3.7 source of data
collection
The researcher
used both primary and secondary data in order to obtain the appropriate findings
about the study. This includes primary data and secondary data.
3.7.1 Primary data
Kothari (2004:95)
Defined primary data as those information collected afresh and for the first
time and thus happens from original in character, so researcher obtained data
from the field by using interview and questionnaires direct from the
respondents
3.7.2 Secondary
data
Kothari
(2004:95) Defined secondary data as those data which have already been
collected by someone else and which have already been passed through in
statistical process. Therefore the researcher collected data from other sources
such as library text book.
3.8 Data
collection methods
According to Thungu
et al (2008:281) .data collection methods refer to the tools instruments or
techniques used by a researcher to gather information. The researcher employed
the following techniques to obtain the required information. That is Interview
and Questionnaire.
3.8.1 Interview
Kothari, (2009)
assert that the interview method of collecting data involves presentation of
oral-verbal stimulus and reply in term of oral-verbal responses. This method
involved (12) respondents which are teachers from both secondary schools. The
methods applied because enabled the researcher to get primary information and
enabled to get chance of asking a lot of questions and immediate answers. Also the
method applied due to the few number of respondents involved in interview which
involved only 12 teachers from both schools. Therefore due to that those
methods enabled teachers to be able to answer the questions well about the
problem to compare with the students also enabled the researcher to acquire
more information about the problem. Therefore the study used semi-structured
interview questions that are questions with the combination of structured and
non structured questions. Since that it starts from simple to complex questions
whereby it helps respondents to understand well and provide an information in a
good way and to provide more information’s about the problem
3.8.2
Questionnaire
According to
Jamal and Kamuzora (2008:156) questionnaire refer to an instrument of data
collection that consist of a set of predetermined and structured questions
given to the subject to respond to in writing or to be filled by the researcher
through self administered question. . This study used both closed and open
–ended question whereby (28) respondents which are students from both secondary
applied both closed questions and open ended, because closed questionnaire are
the questions which is answered in short and can be affordable for both
students with high thinking capacity and low thinking capacity also closed questions
are applied because it helps to save time in data collection. Also for open
–ended questionnaire it applied because it gives chance for students to explain
widely on the problem without limits and helps in acquiring more information’s
about the problem.
3.9. Data analysis
and processing
Data analysis
refers to the process of bringing order, structure and meaning of data to the
mass, (Mugenda 1999). This process include mixed approaches whereby it will
involves both qualitative and quantitative, Therefore in analyzing data the
computer Microsoft words and excel were used to analyze quantitative data,
which normally used numerical numbers, charts, tables and graphs. On other hand
qualitative data were analyzed through explanation and description. The use or
these strategies helped the researcher to organize, analyze and come up with a
complete research report.
3.10 Validity and
Reliability of findings.
To ensure
validity, the researcher submitted the instruments to the supervisor at
STEMMUCO who read through the instruments’ to assess their content and face
validity. To improve the validity of the instruments, a piloting study was
conducted in two among of the single sex school (Girls) whereby (40)
respondents involved from both schools, questionnaire and interview methods of
collecting data applied to ensure that both students and teachers with
different level of education participated in providing an information so as to
acquire an adequate information’s.
The data that
were presented in this research report are true field accurate information which
collected from respondents through official letter. Also the exercise facilitated
a researcher to identify the items in questionnaire that were not being clear
to respondents and edit them accordingly. The information’s obtained were valid
in a sense that research instruments measured what they intend to measure.
3.11. Ethical
issues in Research
The researcher
sought for a written permission from the official letter given from the
supervisor from the Stella Maris Mtwara University College (STEMMUCO).To ensure
honesty and trustworthiness through introducing to the respondents and explain
the intention of the research, ensuring confidentiality, this enabling the
researcher to get the informing consent before deciding to participate in the
study.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
4 .0 Introduction
This chapter
presents research findings as obtained in the field through data presentation,
data analysis, and discussion. Presentations of this data was carried in line
with specific objective of the study which are,
To identify academic challenges facing single sex schools (girls schools),
to examine on how these challenges facing single sex schools (Girls) affect an
academic performance, and to suggest the possible solutions on how to overcome
these academic challenges facing single sex schools (girls schools).
4.1 Academic challenges
facing (girls) single sex school at Mtwara Mikindani Municipality
This specific objective was directed to both students and
teachers in order to explore their view.’ According to the respondents there
are different challenges facing single sex school (girls) in academic performance
as follows;
4.1.1 Lack of
enough female teachers as the role model
According to data collected and its analysis, total of (8)
female teacher and male teachers had the view that girl’s schools should have
enough number of female teachers as the way of helping the students to rich
their goals.
The role of female
teachers on girls academic performance were examined as being monitors,
advisers ,guiders and counselors on the issues related to their sex. In order to achieve this, teachers was
identified that in both school there is few number of female teachers to
compare with male teachers whereby in Mtwara sisters there were only 5 female
teachers out of 15 teachers. This shows that there are few female teachers in
girl’s schools to compare the number of male teachers. Therefore this made
difficult for the girls to address their issues related to their sex.
A study reveals that the presence of female teachers
increase girls awareness and perception concerning their education. In their
presence girls are motivated and feel that sense of accountability to their
learning. Not only that but also female teachers solve many problems relating
to reproductive health that could not be solved by male teachers. Because
school lacked female teachers, the research identified this as the hindering
factors for girls to perform better in academic matter since that they could
not express some issues to male teachers especially when menstrual cycle start
for emergency in the class hour leading to lose the concentration of what
taught by teacher and even stop the studying hours by went to sleep in the
dormitory while lesson proceeding at class hence resulted to poor academic
performance.
4.1.2 Poor
government support
This is another academic challenges mention by respondents.
Whereby respondents who responded through interviews which are teachers argued
that there is poor support from government related to girl’s student’s academic
performance. Where by Ten (10) respondents argued that the government does not
allocate enough budgets to their school that would enable them to provide all
services required by girl’s students toward their academic excellence. Remained
teachers proposed that also poor living condition of the teachers such as low
salary and lack of school houses for habitat made difficult for teacher to
taught evening class to all subjects as well as discouraged teacher to work
hard and supervise all academic matter. Also there is lack of sanitation
services in all girls schools except some like water taps, enough toilets pits
and sanitary pad are not provided because of low budget allocated in this
single sex schools (Girls) especially at Mtwara girls Secondary school. It is
upon this reason that several academic challenges facing single sex schools
emerge .In addition to that researcher also found that because of some students
coming from poor families and negative altitudes of some parents, parents are
not able to provide all the required services to their girls children’s like
enough an exercise books as well as text books and school uniform.
Therefore the study found that lack of financial to support
development of other services of these schools is a big reason for other
factors like lack of sanitary services, during school hours as well as lack of
enough hostels for girl’s students.
4.1.3 Lack of
Reproductive Health Education
Respondents also revealed that lack of reproductive health
education was a reason for school absenteeism among girl’s students. Ten (10) revealed
that these single sex school lacked an education of reproductive health in
their school time table .It is upon this research questionnaire where the
researcher identified that most girls were not aware of their menstrual period
and sometimes other the felt as illness’ while it is normal situation, also
they could not even recall their menstrual cycles. This also made most of them
fail to attend in class and remains in hostels during the class hours.
Therefore end of the day poor performance among them.
4.1.4 Teacher
negative attitude towards girls on performance in science subjects
Another challenge for girl’s
performance was related to science teaching in schools ;( 8) respondents
indicated that, many science teachers especially males think that girls are not
capable to perform in science subjects. Even if girls were able to perform
better in science subjects, teacher did not put more efforts to help them to
perform better because they believe that, despite being taught, yet they could
not understand compared to boys that is why sometimes teacher tend to leave out
some topics which were very complicated. Also teachers suggested that not only
the teachers caused such situation but also students themselves sometimes are
not played much attention toward their studies even in arts subjects therefore
it was difficult for them to perform science subjects which required much self-commitment
since that students themselves they did not show readiness hence discouraged
their teacher to made an effort toward these subjects.
4.1.5 Lack of
assistance relating to schooling from parents
According to researchers interpretation on data obtained
from (4) respondents from Mtwara girls
indicated that some of students did not get enough assistance relating to
schooling from their parents ,more of information relating to the matter was
gathered from teachers through interview where by proposed that parents
irresponsiveness on girls students was the potential factors for girls to
achieve their academic matter where by teachers said that you may find that
only three parents who indicated to come to school with the intention of
checking for their girls students’ academic progress leading some students to
be discouraged in term of achieving an academic matter also during break time parents did not asked their children’s about their academic
progress. Apart from that the researcher also identified that girls students
demanded special assistance basing on their needs while schooling .sometimes it
happened when students delaying to attend at school after end of holidays
because she has failed to get new school uniform or even body lotion unlike
boys leading them delayed to attend in class for the early topics hence poor
performance. Sometimes parents bad
cultural believes are the ones that make them failure to provide their girls
children different opportunities toward school needs. Also this study supported
by (George and Harry 2004) whereby proposed that there is school dropout due to
poor support from the parents denied them to access high education because of
beliefs that the girls higher the educational qualified the lower her chance of
getting suitable husband.
4.2 The effect of
those challenges facing (girls) single sex school to the academic performance
4.2.1 Poor
performance
About (15) of respondents from both schools indicated that
challenges like irresponsible of parents, negative altitude of teachers toward
performance of science subject created difficult environment for girls to
perform well in the academic matter. Respondents indicated that parents
irresponsible discouraged their children to concentrate well in their studies due to the scarcity of learning materials
like an exercise books, as well as other school facilities like uniform and
even pocket money to afford some of facilities especially when their in
boarding schools .This situation sometime made students to felt in negative way
such as engaged in love affairs as the way of meeting their school demands
which resulted to un planned pregnant and los in concentrating on academic
matter. Also in case of negative altitude of the teacher hindered good
performance of science subjects to the students since that it discouraged them
to fill that they are able to study these subject and performing well as boys.
Also study supported by the ( Hubbard and Denton 2005) whereby stated that there is sexual harassment
experienced by 80% of school age girls
due to lack of gender education where by fail to concentrate more in their
studies hence leading poor performance.
4.2.2 Students
drop out
Also( 10) respondents indicated that there are school
dropout among the girls students due to
the parents irresponsible leading them to study in difficult condition
which sometimes influenced them to think in negative way such as desire of
being married hence stop their lesson before the year of graduating and then
failed to reach their goals. Also they said that the school dropout was caused
by the poor performance due to lack of interest among students themselves .Also
respondents proposed that sometimes are caused by cultural believes where by
some family believe that girls they are not supposed to acquire an education
rather than to be married therefore when they are at schools parents did not to
show cooperation and encouraged them toward an academic matter. Therefore the
better performance and poor performance can be created by students themselves
with full support from their parents and teachers.
4.2.3 Early
pregnant
From the data obtained from (7) of the respondents indicated
that due to the parent’s irresponsiveness and in adequate financial support for
girl’s education, some of students left the school before the time of
graduating leading them to remain home without any active ties that influenced
them to engage in dangerous behaviors such as prostitution while they are at
younger in term of age hence early pregnant. Also respondents includes both students and
teachers proposed that among of factors influenced early pregnant is desire for
money where by some of students engage in sexual relationship with boys so as
to get money for affording their needs .where by teachers in interview
indicated that there are tendency of girls to seek permission of going to the markets
for their needs especially during outing day but some of them they end up in
guest house for conducting sexual intercourse and then early pregnant.
4.2.4 Lack of
enough teaching and learning materials
According to data collected and the analysis made it has
been found out that, poor government support for girls schools leading scarcity
of learning materials (4) respondents through interview indicated that there was
in adequate learning materials such as laboratories with full equipment’s for
affording science subjects also there were no enough libraries with
adequate text books for good learning example from each school there was only
one library with a lot of old books which did not feet to the current
syllabus as well as lack of enough
teachers for all subject due to poor budget allocated by the government to meet
the needs of the girls student. Also respondents proposed that due to poor
budget from the government there was poor performance due to scarcity of
subject books, resulted poor performance because most of students are coming
from poor families which could not afford to buy those subject books without
support from the government. Therefore the government through ministries of
education should make sure that there is enough allocated budget so as to
improve these learning infrastructure to the girls school.
4.2.5 Lack of self-commitment
on studies
Also( 4) respondents trough interview given indicated that the tendency of teacher
to ignore girls students in studying and performing science subjects
discouraged students demanded to study such subjects. Teachers did not made
more effort in teaching science subject
and sometimes left complicated topics for fearing that the girls did not understood
when they taught to compare with boys. But
teachers responded through interview proposed that not only teacher
discourage or ignore girls performance in science subjects but also students
themselves they were in first position
for running away in studying these subjects. Most of them they did not show the
interest of studying especially when they are in class and when they choose
combinations for studies especially in ordinary level. Therefore lack of self-commitment
among student created difficult condition for them to archive since that in
learning process students had to contribute 75% and teachers25% therefore self-interest
is important to them
4.3 How to
overcome those challenges facing (girls) single sex schools
4.3.1 Provision of
reproductive Health Education
From (10)Respondents
proposed that there should be gender
education regarding to reproductive health to girl students so as to
rescue them from dangers that may arise as due to lack of such education. The
identified indicated that reproductive health being a leading opinion provided
by girl student respondents. This is to say the availability of reproductive
health education at school would enhance understanding to girls about their
biological changes so as to minimize if not avoiding the problem of truancy.
Response obtained from teachers informed that there should be regular seminars
in community secondary schools that will equip girl students with knowledge
about their reproductive health and their vulnerability to sexual transmitted
diseases and other immoral behaviors. As mentioned earlier, girls without
reproductive health education tends to fear when they face menstrual periods
but those with that education takes it as normal body change. Also (Park, et al
2011) proposed that gender education in the class room can help teachers to
reconsider or examine their current practices.
4.3.2 Increasing
Government support
Almost (8) respondents in this study have pointed their
fingers to the government on matter relating to poor school conditions that
perpetuated girl student’s poor academic performance especially at Mtwara Girls
secondary schools. The respondents including both teachers and students raised
their concern to the government by making it accountable in the availability of
enough sanitary services that will meet all needs of girl’s students toward
their academic excellence. This is to say that there should be enough toilet
pits specific for girls students as well as water services and if possible
availability of sanitary pad for menstrual girls .Apart from that, respondents
demanded for the government to channel enough finance that would enable
availability of enough hostels for girl students so as to have conducive
environment for studying also the government should ensure that there is enough
libraries with full text books related to current education or syllabus.
Therefore government should allocate enough budgets to ensure that schools
should have laboratories so as to meet the needs of science subjects.
4.3.3 Employing
large number of female teachers
In order to achieve good academic performance (4)
respondents suggested that there should be enough female teachers in the girl’s
schools so as to encourage students in different matter, through female teachers
students acquired different support such as students would be given gender
education enabled the students to be protected in different problems such as
issues of how them can control their menstrual periods. Apart from that also
female teacher had to be in first hand for encouraging students to study hard
and act as the role model that enabled students to felt that they can study
hard and achieved their academic matter as they are teachers. Therefore
government through ministries of education should ensure that there is adequate
number of qualified female teachers in girl’s secondary schools so as to
satisfy needs of female students in term of teaching and monitoring different
issues related to their gender in order to improve performance for the girl’s
students
4.3.4
Developing positive attitude toward girls students
Among of( 18)
respondents proposed that positive attitude towards girls performance it is
important since that encouraged them to fill that they are able to study
science subjects and to performs well as boys. Therefore teachers when developed
this positives altitude could enable them to make an efforts towards science
subjects and other subjects and to produce positive results to the students.
This situation encouraged much students to work hard in their study with self-interest
because when teachers made an efforts such as teaching evening class
formulating group discussion, even students responded what they are teacher did
therefore end of the day would perfume
well in both science and arts subjects. Therefore according to the data obtained
also girl’s students had to fill that they are able to study and performs
science subjects as well as men and end of day to be good scientist and
technicians in different activities as men. Also teachers needed to find
different ways so as to improve the condition of science subjects in schools
such as formulating clubs and group discussions as well as frequency practical.
This
chapter is organized into five major sections. Section 5.1 provides a summary
of the study, 5.2 highlights the study findings, and 5.3 provide the overall
conclusion to the study. Section 5.4 highlights the recommendations and last
5.5 points out suggestions of areas for further studies.
5.1 Summary
Single sex
schooling, is among the systems of delivering education in Tanzania. This
research was conducted in Mtwara Municipality particularly in Mtwara girls and
Mtwara Sisters secondary schools respectively. The reason for choosing Mtwara
Municipality is that, it is recognized to have a poor academic performance
especially to the girls which lead significant disparity between boys and girls
in achieving their goals‟ These schools both are special and public schools
with a recognizable disparity in academic performance while having almost the
same services, care, and learning environment. The purpose of this research was
to investigate on the academic challenges facing single sex (girls) schools in
academic performance. That is, to investigate the different academic challenges
of girls on single sex schools, how those challenges affected their academic
performance and suggest ways for an improvement or to overcome those
challenges. Many secondary schools in Tanzania including Mtwara girls ‟ and Mtwara
sisters‟ secondary schools respectively, have been providing education in
single sex schools for the girls as the ways of empowering girls and creating
environment for girls to perform well and reach their expected goals.
However,
experience has shown that, despite these schools being enrolling girls only as
the way of creating conducive for girl to be free from distractions students,
girl’s performance differ from one another. In most cases the performance of
girls in single sex schools is poor compared to boys‟ single sex schools and
this was the motive behind for conducting this research.
Single sex
schooling as a system of delivering education, stands for a great role as far
as education system is concerned. According to the research conducted on the an investigation on the academic
challenges facing single sex ( girls) ,
it has been found out that, most of girls schools and girls have different challenges regarding to single sex schooling
, in terms of academic performance as follows:-
5.2.1 An academic
challenges facing single sex (Girls) schools to the academic performance
(i) Lack of female
teachers as the role model of them which sometimes accelerated to the lack of
gender education among them leading difficulties for the girls to have self-awareness
on the different negative issues that can affect them when they participate
during studying time for example engaging in love affairs with males teachers,
failure to control well their bodies during menstrual period leading most of
girls loss concentration of what teacher taught and seek permission during
class hour as the way of solving or protecting their body.
(ii) Single sex schooling
for girls experienced with poor government support related to girl’s
student’s academic performance. The government does not allocate enough budgets
to their school that would enable them to meet all services required by girl’s
students toward their academic excellence. For example there were no enough
schools facilities such as laboratory and libraries leading scarcity of reading
materials also poor living condition of the teachers such as low salary and
lack of school houses for habitat made difficult for teacher to conduct
remedial class as well as made
an effort in teaching. Also there was no enough sanitary equipment such as
toilets as well as pads due to low budge allocated by the government.
(iii) Single sex schooling for girls experienced
with the lack of
reproductive health education caused school absenteeism among girls students .These single sex school lacked
program of reproductive health in their school time table .It is upon this
research questionnaire where the researcher identified that from both schools
time table there were no subjects of reproductive health education, most girls
were not aware on how to control their
menstrual period especially from low level class such as form one and form two
and sometimes they could not even recall their menstrual cycles well. This also
influenced most of them fail to attend in the class and remains in hostels
during the class hours. Therefore end of the day poor performance
(Iv) On the other hand,
single sex schooling for girls reduce motivation for studies especially from science subjects
since that most of teachers especially males they developed negative altitude
for girl to perform science subjects. Therefore teachers did not put more
effort toward these subjects for the case that, girl’s students they are unable
to master science subjects. This situation discouraged some students and then
to concentrate more in arts subjects rather than making effort to the science
subjects.
From data collected
and its analysis there has been found that, to a great extent the performance
of girls are affected by a number of
other challenges though in a different
magnitude. The learning
challenges facing girls single sex secondary schools which affected
their academic performance also include;
lack of feelings connected to school, (Lack of self-commitment) poor family
support (Parent irresponsibility, drop outs of school, low expectations
regarding academic achievement . On the other hand, there were; poor background
family, negative attitude of teachers towards girl students, as teachers
developed behavior that, girls were not able to perform in Mathematics and
science subjects, drop out schools, early marriages and looking for models..
5.2.3 How academic challenges facing single sex (girls)
school affect the academic performance
Due to a number of
academic challenges facing single sex school there were a lots of effect to the
students, or affected the students in the following ways; There
were poor performance of girls in schools, which caused by a number of factors such as poor allocated budget from
the government influenced much scarcity of the learning materials like
laboratories , library for text books especially for science subjects poor
background of families, lack of enough female teachers at girls schools, also
leading students drop out for the case that student fail to acquire support
from their parents in term of schools facilities such as school uniform and
pocket money encouraged much students to engage in love affairs as the way of
acquiring money to meet their schools demands. Also lack of enough female
teachers made difficult for the student to receive advice about their gender
issues such as important of education to the girl’s children as well as
negative impacts of female students to drop out from schools before the year of
graduating. Also there were loss of self-committeemen from the students caused
by teacher negative attitude toward girls in their performance especially to
the science subject, also caused by lack of enough female teacher to motivate
girls, to monitor, to counselor, adviser those students believed that, they
could not perform well in their academics especially in Mathematics and science
subjects leading difficult for them to be motivated in term of their studies.
As they felt that even if they could make more effort in their subjects they
could not perform well without considering that they had qualified female
teacher .This were more experience to the students from ordinary level and not
advanced students.
5.2.4 Strategies
on how to Overcomes those academic challenges facing single sex (Girls) school
Findings revealed some
of strategies to overcomes those academic challenges facing single sex (Girls)
school improve the academic performances
for girls, these include; provision of textbooks, classroom materials,
Employing many teachers as the role models particularly female teachers, change
of mind set in the society, Government should allocate enough budget so as to
meet school infrastructures such construction of school laboratory to improve
science subjects also constructions of
libraries to facilitate learning activities as the way of ensuring the
availability of enough materials as well
as creating good working environments for teachers such as paying them enough
salary as well as provide them houses
for habitat so as to encourage or motivate them to work hard, count for the
performances of the students.
5.3 Conclusion
Single sex schooling, is a good idea
as it stands for a great role. A school is a place to learn and should
therefore; provide an environment which is very conducive for girl’s students‟
success in terms of academic performance. The perception of girls, on single
sex schooling and the challenges facing single sex schools to a great extent,
trigger the discrepancies between co-education schools and single sex schools in
their academic performance.
Most of girls did not achieved on
their studies due to the fact that they had been experienced with a lot of
challenges toward achieving their academic matter. Most of girls dreams decline
due to the fact that. Girls are faced by many academic challenges, including
lack of exposure to other sources of learning materials, cooperation among
themselves, lack of self-commitment on studies and dropping out of school due
to their historical background and lack of support from their parents such as
lack of schools facilities like an exercise books, text books as well as school
uniform and pocket money. Given the life-altering consequences of a low
academic achievement and school dropouts on youth, it sought to gather
information that can help girls succeed in school. It is therefore, very
important that, the growth of the economy in a country is strengthened as it
serves an important role in education provision. On the one hand this will guarantee
mobilization of resources for funding education expenditures while on the other
hand; it would create employment opportunities, which raise the demand for
education, from the perspective of individuals and households. Tanzania thus,
needs to guarantee a high growth rate of the economy in both the medium and
long term. Girls should be given first priority
5.4 Recommendation
(i) The study recommends that, girl’s
schools should be given more attention in academic situation and government
should create conducive environment for girl’s schools through allocating
enough budget for schools infrastructures so as to have good teaching and
learning environments. Also parents and students themselves should show
cooperation toward achieving the academic matter through developing self-commitment
despite all the challenges that might be facing them in order to achieve an
academic performance and reach their expected goals.
(ii) The performance of Girls
students in academic matters depends on different factors including the Government
support through creating or improving learning and teaching facilities, student
herself, teachers and teaching materials. Students should put more efforts on
academics; teachers should stand on their duties to provide students, the required
materials like books, and moral support like an advice, and parents should help
children’s toward their studies by providing them with moral and social
support. Like paying schools fees and providing them other schools facilities
like school uniform and text books.
(iii) The strategies to improve the
performances of girls in single sex secondary schools in Tanzania includes
allocating enough budget from the government so as to meets those schools
demands such as library and laboratories for facilitating science subjects, as
well as house for teachers habitats. Also the government should ensure that
there are enough female teachers to the girl’s schools so as to provide
students gender education as well as being as monitors, advisers to encourage girls
to study hard and make an effort to their studies. Also girls themselves should
be in firs hand to develop self-commitment toward their studies, through this
even teacher would be motivated to make an effort in educating them .Also
teachers should develop positive attitude toward girl’s students especially in
teaching the science subjects and believe that they are able to study and
perform well as boys students. In other hand the students should be given
reproductive health educations so as to make girls students to identify the
different issues that can harm them in their education matter such knowing
impact of engaging in sexual intercourse when they are in schools .Therefore
education matter should be strengthened and adhered to girls Students as their
duty to concentrate with their studies only.
5.5 Suggested Area
for Further Studies
This study, was focused on the
investigating the academic challenges facing single sex (Girls) schools in
academic performance; a case of single sex secondary schools in Mtwara
Mikindani Municipality. The study covered only two secondary schools which are
Mtwara girls‟ and Mtwara Sisters secondary schools as (girls) single sex schools
at Mtwara Mikindani Municiparity. Another study should be conducted in other
regions of Tanzania so as to get what are the academic challenges facing single
sex schools found in Tanzania and how these girls’ schools progressing in
providing an education and performance in general.
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APENDIX I
QUESTINNAIRE FOR STUDENTS
Dear respondents
My name is
NAMYUNDU ASIA; a student of Stella Maris Mtwara University College (STEMMUCO)
I’m doing research on the, ACADEMIC CHALLENGES FACING SINGLE SEX (GIRLS)
SCHOOLS. Therefore, I would like to ask for your cooperation in filling and
completing following questionnaires accurately.
Part one
instruction
a) Answer all
questions
b) Do not write
your name any where
c) Put a tick
in a right place
I) Age a)
14-18( ) b) 19-24 ( )
ii) Sex a)
female ( )
iii) Level of
education ……………………………………….
Part two
questions
1.
What are the
advantages of single sex schools in academic performance
i ………………………………………………………
ii …………………………………………………………
iii
………………………………………………………..
iv
………………………………………………………
v
……………………………………………………..
vi
……………………………………………………
2. Do
you think there are any obstacles on achieving good performance in single sex
schools (Girls)? What are they?
i.
……………………………………………………
ii.
………………………………………………………
iii.
……………………………………………………..
iv.
…………………………………………………..
3. What are the effects of those challenges
facing single sex school in academic performance?
i.
…………………………………………………………
ii.
………………………………………………………
iii.
……………………………………………………..
iv.
…………………………………………………..
4. How do you
diminish or overcome those challenges?
i ………………………………………………………
ii …………………………………………………………
iii ………………………………………………………
APENDIX
II
INTERVIEW FOR TEACHERS
Dear respondents
My name is NAMYUNDU ASIA; a student of Stella Maris Mtwara university
college (STEMMUCO) I’m doing research on the ACADEMIC PERFORMANCE FACING SINGLE
SEX (GIRLS) SCHOOLS. Therefore, I would like to ask for your cooperation in
responding to my interview.
Part one instruction
a) Answer all questions
b) Do not write your name any where
c) Put a tick in a right place
I) Age a) 24-44( ) b) 45-60 ( )
ii) Sex a) female ( ) b) male (
)
iii) Level of education
……………………………………….
Part two questions
1.
What is the difference between single sex school and
co-education in academic performance?
2.
Have you ever experienced any obstacles in your school as
single sex in academic performance?
3. What are the effects of those challenges
facing single sex school in academic performance?
4. How do you overcome those challenges?
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