To assess problems facing student girls in ward secondary schools.

 

CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter deals with the background of the study, statement of the problem, general objectives, specific objectives, research questions, significance of the study, scope of the study, limitation of the study and definition of the key terms.

1.1 Background of the study

Education in its general sense is a form of learning in which knowledge, skills and habit of a group of people are transferred from one generation to the next through teaching training, research or simply through autodictasim (Mbilinyi, 2001).

Education for girls is one of the criteria pathways to promote social and economic development (World Bank, 2009). According to EFA global monitoring report 2003/04 increasing the educational level of girls has a favorable impact on economic growth since 2002, United Nations Scientific and Cultural Organization (UNESCO, 2010), and global community have been striving to attain the Dakar Education For All (EFA). Considering the fact that, education for girls and women is an urgent priority, the Dakar Framework for Action contained a time-bound goal (Goal 5), devoted specifically to gender parity and equality in education. Moreover, special attention had been paid to women and girls in other goals; for example, goal two stipulates that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities will have access to a complete free and compulsory primary education of good quality (World Bank Report, 2004).

Education is the process of initiating and preparing man through training in his environment, in order to play active roles in society. It provides desired and worthwhile broad and in depth modes of thought, skills, altitude and understanding needed for the full development of human thinking and action. This is to say, education makes man aware of his own condition and that of his society; it is embodied within its science and technology (URT, 1995).

Therefore, education is what brings forth manifest able development of any country, education is a pillar of development of all countries the world over. At the Pan Africa conference held in Ouagadougou, Burkina Faso, in March/April of 1993, it was observed that Africa was still behind other regions of the world in female participation in education. Gender disparity was attributes to the age long belief in male superiority and female subordination (Okojike, 1996).

 Due to the importance of education, as per emphasis given above, education actors and activists alike have been advocating on the need for education system which provides equal opportunities for all irrespective of social status, political class, sex and only any other tendencies of discrimination (UNESCO, 2010).

In this regard, the focus of all local and international education actors has been to eliminate gender disparities and achieving gender equality in primary and secondary education. This is done in order to ensure that girls get full and equal access to and achievement in education of good quality. In previous decade, educational, social and economic reforms geared toward girls have advanced, however the status of girls in the social, economic and political life is not equal to that of boys (Hood, 1988:111).

One of the ways to ensure that both girls and boys are equally represented in society is through their involvement in education. In so doing, educated girls help in contributing to their families in addition to the economic well-being of their country. Global status regarding the level of gender and equality is promising at the primary education level, where about 75% of the countries had already reached gender parity by 2015.Nevertheless, progress seems to be taking slower pace in secondary education, with only about 40% being able to get gender parity by 2015.The situation is not encouraging in in sub-Saharan Africa where girls are least enrolled in secondary schools while boys keep enjoying this precious and basic human right. Countries such Guinea and Niger had over 70% of the poorest girls who had never attended neither primary nor secondary schools (UNESCO, 2015).

In Africa context and off-course elsewhere, this situation contributes to exceeding level of poverty due to the fact that education is the source of country’s economy. If one gets education she/ he will be able to face and eradicate some problems existing in the society. Furthermore, gender equality is very important because of its social returns which include: better nutrition and child health, occupational mobility, and an increase in household income (Subbarao and Haworth, 1994).

Sander (1987) observed that, in most of nation’s education is increasing reviewed as a primary means of solving social problems. Through education, people acquire knowledge, skills and attitude necessary for sustainable economic growth and general development. In Tanzania, as in many developing countries trends of gender inequality is not only in education but also in the labour market, political leadership and social economic spheres. Education is a key factor in determining development trends, particularly in contemporary world. Tanzania government has embraced the idea of equal education for all as a matter of priority.

Despite the fact that the actual number of female and male students enrolled in secondary education remains to be unimpressive in many countries, of recent there have been substantial improvement across the continent. In Africa between 2005 and 2008 only 33% of secondary school enrolment was female. However, in sub Saharan Africa the female enrolment increased from 46% in 1970 to 76% in 2004 (UNESCO, 2010).

New developments indicate for example that, at least 8 countries have been recorded having achieved gender parity in secondary school enrolments (UNESCO, 2015).

Tanzania, like many other African countries, has been struggling to ensure girl pupils from primary education were getting access to continue with secondary education. In this regard, during the third government regime under President Benjamin William Mkapa, the government attempted to expand accessibility of secondary education by establishing community secondary schools in each ward under the secondary education development plan (SEDP). In turn, this helped many girls to get access and pursue secondary education despite a number of challenges which constrained girls from continuing with their education. These challenges are indeed limiting factors for girl’s access to education because girl students have been trapped into drop out (failure to complete the studies) and sometimes contributing to poor performance of girls in their final examination (Sander, 1987).

Currently, Tanzania is working towards increasing access to girl’s education as well as improving learning and teaching environment in order to guarantee provision of the quality education in its secondary schools. Historically, the country has passed through different development programmes in the secondary education sub-sector. First of all, there has been Secondary Education Master Plan (SEMP) which lasted from 2001 to 2005. SEMP has these purposes (a) increasing access, (b) improving equity, (c) enhancing quality, as well as (d) raising internal efficiency. Second initiative was Secondary Education Development Plan I (SEDP I) which was implemented from 2004 to 2009 with overall objectives of improving access with equity, quality, as well as management and delivery of secondary education. This went hand in hand with establishment of Community Secondary Schools. Another proactive initiative extended the SEDP I into second phase by formulating Secondary Education Development Plan II (SEDP II). SEDP II was further complimented with The Big Result Now (BRN) initiative, all of them aiming to improve and promoting secondary education in the country. All these initiatives were intended to address issues of education quality, access to education, and poor performance in examinations (Mukyanuzi, 2003).

Looking at historical development of the sector as presented above, one can realize that, Tanzania has seen an ambitious set of policy reforms in primary and more recently in secondary education. These have dramatically improved the state of education in the country, particularly interims of classroom infrastructures and enrollment. Issues of quality, access and performance are yet to be celebrated whereby educational achievement have not been tied with helping students to develop capabilities, attitudes and skills, that will enable them to thrive in further education and mastering their future world (Hakielimu, 2006).

This is to say, education reforms in Tanzania have been impressive in quantitative terms, but they seem not to embody clarity of vision in capability terms. Consequently, issues of gender parity and equality have also been addressed in numerical terms (looking at number of enrolled girls) while ignoring retention of those students (circumvent dropout). In addition, quality of education acquired seems not to be given the attention it deserves. It is from this background therefore, this study was being set in order to investigate further the problems facing student girls in Ward secondary schools.

1.2 Statement of the problem

According to MOEVT (2011) girls’ education is one of the major problems in school without having acquired secondary education. For example, the study conducted in Tanzania by Kassimoto (1997) indicate that, there is a large number of girls who have completed secondary school, but cannot read or write even a single sentence in English Language. The study indicates that forty three (43) years after independence, the country was facing big problem of girls’ access and academic performance. For instance, two-third of girls who completed form four could not read and understand any connected test in English, between 95% and 60% of secondary schools, girls lacked mastery of English Language, and that only 20% of all University girls could understand and attempt correctly easy questions in English. The implication of this situation is that girls could not perform better given the fact that others fail to complete their studies and drop out, while they are in form two or three and those who accomplish their studies perform poor almost in all the subjects whose instructional medium is English with exception of Kiswahili subject.

Kassimoto (2008) noted that girls and women are considered to be weak looked at as weak human being, who cannot do anything alone and depend on oneself. The phenomena can be traced back in the past, when according to the customary law; girls and women were not involved in important political, economic and social cultural functions. This has continued to the present where some ethnic groups in Tanzania still look at girls and women as people who should just stay at home taking care of the family. Beyond this, there are still some cases in which girls are raped and forced to marry at early ages against their own wishes, sometimes leading to teenage pregnant, dropout from schools, transmitted diseases like HIV/AIDS. Cases of cruelty to girls and women in families and society in general are still reported. All these events have effect on the psychological, emotional and physical stability of girls’ access to education. In turn some girls have developed the sense of inferiority and loss of confidence in the society and at school leading to absenteeism from classes (Kassimoto, 2008).

Consequently, the situation leads to failure of girls to access education as the result of poor performance or dropout from school. It is important to note that educating girls is to educate the whole society. Thus, significant measure has to be put in place in order to ensure that, girls in secondary schools are provided with friendly learning environments to enable them to perform well academically and access quality education. On the other hand, the problem of girls’ access to education is identified as resulting from the fact that, the educational system in Tanzania does not provide friendly learning environment for girls to enjoy effective learning for quality education. For instance, Hakielimu (2010) stated that, Tanzanian government had put much emphasis on key policy in education by looking on things like; infrastructures, books and teachers, as the focus on outcomes not inputs. Clarifying target is one thing but setting the right target is another. Target setting in Tanzania, as elsewhere, suffers from two major problems; it is focused on quantitative aspect and on inputs. In this context there is disconnection between the ‘promise’ of education or expectations of it, and its conceptualization. Education is expected to produce graduates who are able to thrive in a fast changing world, meet challenges and solve problems, be entrepreneurial and create jobs and critical and active citizen. Yet target rarely focuses on these sorts of outcomes of education, and, methods of measurement do not measure these sorts of skills and attributes. This being the case, one would comment that, education is not yet taken seriously by the government and general society of Tanzania. 

The situation above has raised a lot of concern and therefore has drawn an attention among education stakeholders and researchers to assess possible factors affecting girls’ in accessing secondary education. Therefore, this study was specifically focused on assessing challenges facing student girls in ward secondary schools in order to understanding as to how they do influence on girls’ access to secondary education, taking Mtwara Mikindani as a case.

1.3 Objectives of the Study

1.3.1 General Objective

To assess problems facing student girls in ward secondary schools.

1.3.2 Specific Objectives

The specific objectives of the study where;

 i. To identify the challenges facing student girls in ward secondary schools.

ii. To find out the factors lead to the challenges that affect girls’ students in ward secondary schools.

 iii. To establish the solutions for the challenges facing student girls in ward secondary schools.

1.4 Research Questions

 i. What are the challenges facing student girls in ward secondary schools?

ii. What is the factors lead to the challenges that affect girls’ students in ward secondary schools?

iii. What are the solutions for the challenges facing student girls in ward secondary schools?

1.5 Significance of the Study

The research will be useful as follows;

First, the study would address the problems facing girls’ students in ward secondary schools uncovering the factors that lead to the problems and in-turn suggest different solutions for the remedy of the problems.

Second, the study would reveal the current situation where girls’ access to education in schools has been declining remarkably due to several reasons. These reasons include lack of women teachers as role models, lack of dormitories, hostel, inferiority complex among girls and parental perception and awareness towards girls’ education.

The study also, gives a room for different educational stakeholders, practitioners and the general community to improve the situation so as to enable girls to achieve their goals in accessing education. Finally, the study would work as one of important documents and reference containing useful information regarding the problem of girls’ access secondary education in the study area. Thus, the study would be useful as a source of literature for studies related to the problems facing student girls in ward secondary schools in rural areas and their influences on girls ‘access secondary education in related matters.

1.6 Scope of the Study

This study deals with assessing the challenges facing student girls in ward secondary schools in Mtwara Mikindani. The study will use Mtwara Mikindani as small entity in Mtwara Region. It lies between longitudes 40 and 7 00″ east of the Greenwich. It was also situated between latitudes10 and 17 00 south of the equator. It occupies 163 square kilometers.The researcher will not expand the topic on area in a sense that through focusing and engage in Mtwara  mikindani will enable the researcher to gather and deep and correctly information and in a specific, manageable and appropriate time

1.7 Limitation of the Study

During data collection process researcher face various challenges where alternative ways will be used in order to find solution and to make sure that data will be collected as it planned. The following are the challenge with which researcher will encounter during the data collection process. Shortage of enough time, the research will be conducted when classes were continued, the researcher will balance the time and use the time which lesson were not conducted to collect the data.

Shortage of fund, because to conduct research needs fund, the researcher balanced the money for meals and other accommodation to make sure the data were successful collected, analyzed and presented.

Poor cooperation from the respondents, the researcher use polite language and convincing them to get the data from the respondents who were not able to provide the data.

1.8 Definition of the Key Terms

The following key terms are operationally defined for the purpose of this study:

Ward: an administrative division of a city or borough that typically elects and is represented by a councilor or councilors.

Rural areas: refers to a geographic area that is located outside towns and cities.

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER TWO

LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

2.0 Introduction

This chapter presents the related literature review, research gap from information related to the problem of research in the study and the conceptual frame work.

2.1 Literature review

Education is a process of teaching and learning especially in school or college to improve knowledge and skills (Tanzania National Bureau of Statistic, 2007). The current education system in Tanzania was inherited from German and British colonial rule (Omari, 1982). Education in Tanzania consists of distinct levels. The first level includes one year of pre-primary education for children between 4 and 5 years old, followed by six years of primary education which is available to all children from the age of 7 years as stipulated in the current education policy (MoEVT, 2014). Primary education begins with standard I and ends with Standard VII, a final examination on the national level marks the completion of primary schools and determined selection for secondary school. Formal secondary consists of two sequential cycles; the first is a four –year Ordinary Level (O-Level) that spans from 1 through Form 4. The second cycle is two-years and consists of Form 5 and Form 6; this is the Advanced level (A-Level). National testing takes place after form 4 and form 6 and is used to determine further education. Tertiary education often takes three or more years for students. The general pattern of education follows a 1+6+4+2+3+1 (MOEVT, 2014).

The national examinations serve as a funneling mechanism whereby students who do not pass the examinations either terminate their education or have to find alternative paths to pursue their studies. However, it should be noted that some variation in age occurs based on ability of the family to send them to school and student performance on national exams. Some students continue seamlessly from one age of education to the next, while others may stray from the normal path.

The aims and objectives of secondary education are; to consolidated and broaden the scope of baseline ideas, knowledge, skills, and principles acquired and developed at the primary level. Also, to enhance further development and appreciation of national unity, identity and ethic, personal integrity, respect for and readiness to work, human rights, cultural and moral values, custom, traditional and civic responsibilities and obligations, to mention a few (SEDP I, 2004 - 2009).

Although the Tanzania education system was highly influenced by British ideals and philosophy, grounded in Christianity, it has also been influenced by Islamic education through the medium of the madrasa. Islamic institutions continue to embed social norms for girls and boys through cultural pattern, Islamic theology, and philosophy (Egbo, 2000).

Furthermore, African education based on communal cooperation and oral tradition is also part of the educational history of Tanzania. More importantly, the role that girls play in oral history means that their stories became integral to protecting and transmitting communal history (Egbo, 2000).

Kerner (1986) claims that Tanzanian educators tend to fault region with strong Islamic influence as backward and traditional, and regions associated with Christian conversation as forward-looking and progressive (Kerner 1986:1).

Depending on a student’s background and upbringing any of the aforementioned educational philosophies could influence access to education. This is even more likely for women, because they are more susceptible to being prevented from attending schools at younger ages than their male counterparts.

Furthermore, the importance of girl’s education within a developing country is significant. Several international agencies including UNESCO, UNICEF and the World Bank have recognized the importance of eliminating girls’ illiteracy and enhancing access to education for both (girls and boys). In their creation of the millennium Development Goal, the United Nation recognized the importance of promoting gender equality and empowering women (Grown, Gupta & Kes, 2005).

Not only does the UN seek to ensure that by 2015 all children, boys and girls, will have access to primary schools, they have also set goals regarding the elimination of gender disparity in primary and secondary schools’ education (Grown, et. al., 2005).

Regarding of how much these international players wish to eradicate the disparity between access to education for boys and girls, but there are some challenges facing schools and affecting girls to access education, therefore, this study is intended to assess on how those challenges facing secondary schools affecting girls’ access education. These barriers reinforce by environmental standards in addition to cultural practices and more within society and which create inequality to education between girls and boys due to the failure of many girls’ to accomplish their studies while they are in secondary education and if they accomplish, they obtain poor performance, and fail to access further education, and becoming a mother in society.

Access to education is the ability of all people to have equal opportunity in education, regardless of their social class, ethnicity, background or physical disabilities (Digolo, 2006).

Until the 1940s, few Tanzanian girls had access to education, a more than three years the secondary schools were minimal (Coulson, 1982).

Since the inception of the united Republic of Tanzania, education access continues to expand, but universal access to education remains a consistent problem. In current years there is clear recognition of the importance of education in Tanzania. Central documents broadly address educational access issues, economic impact, and policy implementation. The variety of papers, publication, and report, however, do not always address way to increase girl’s education attainment. Generally speaking, only modest attempt has been made to improve opportunities for girls in higher education (Beoku-Betts, 1998: 167). Greater student access to primary education and gender parity are two of the Millennium Development Goal in Sub-Saharan Africa (Grown, Gupta&Kes, 2005).

There has been a huge increase to access to primary education for girls. Although these rates are up for primary schools, they remain considerably lower for secondary and tertiary education. For example, in 1990 there were around 40 and 21 percent, respectively (Bloch, Beoku-Betts & Tabachnick, 1998).

While the number of girls attending primary school increased, the same progress was not made regarding non formal education, including basic literacy for girls (Chlebowskah, 1990).

Indicators of education access, attainment and accomplishment are elements that help researchers measure the gender disparity in secondary education in Africa (Block, Beoku-Betts & Tabachnick, 1998). Access can be measured by using secondary and continuation (Bloch, et. al., 1998).

Finally, accomplishment “is measured according to labor force participation and career mobility pattern in professional and managerial field’’ (Beok-Betts, 1998, p.159). Each of these three indicators plays a role in describing girl’s educational pattern and habits as they enter tertiary education. Although secondary school enrolments rates for girls have increased substantially, this is not denied the opportunity to continue with their education structural limitation and prejudice exist, resulting from social, economic and cultural set-up of our communities, which put girls and women at a disadvantage (Bhalalusesa, 2000: 10).

Cumulatively, these issues play an important role in girls’ ability to move forward with their educational pursuits. Although the enrolment of female students to secondary education has increased due to mushrooming of community secondary schools, still there are some challenges facing those schools and influence girls’ access education. For instance, some of girl students fail to complete their studies (drop out), while they are in form one, two or three and those who manage to complete, they perform poorly and fail to access high education.

2.1 Policy Paper on Decentralization 1998

This paper has its origin from the ruling party (Chama cha Mapinduzi) election manifesto of 1995, and both the recommendation for the national conference on a shared vision for local government in Tanzania and the local government reforms agenda of 1996.This paper sets the broad guideline for decentralization in Tanzania. The main emphasis is to decentralize the responsibilities for social service provision, including education service to the localities, in order to improve the state of service delivery (URT, 1998).

This policy paper on decentralization stipulates that the improved service delivery requires human resources function and especially that of recruitment to be governed by less cumbersome procedures and be more responsible to the actual need of the local and grassroots institution. The policy paper insists that in order to achieve the objective of decentralization, no uniform structure needs to be introduced and imposed on the local institution (URT, 1998). Hence, the role of central institution (from the ministries, regional administration to the headquarters of the local government authorities) is to perform those decentralization responsibilities but, rather is issue policies, guideline and standard to be followed by the local level institutions. Education is given priority due to the demands of secondary schools, as the result many schools were built in each wards to address the problems of students who passed examinations but were not selected to join secondary education. Therefore, decentralization was done purposely to ensure the division of labour and effectiveness of responsibilities to the local level of institutions.

2.2 Education and Training Policy of 2014

This policy is the product of, education and training policy of 1995, which guided the development and provision of education in Tanzania. Its emphasis is on decentralizing education by empowering communities and educational institutions to manage and administer education service delivery. The target of the education policy of 2014 is to place the delivery of education services under authority and responsibility of schools and communities. The policy stated that there has been increased access to education in pre-primary. and the number of pupils enrolled in primary education has increased from 77.6% in 1995 to 96.2% in 2013, not only that, but also the policy state that, the education access to secondary education has increased from 14.6% in 1995 to 59.5% in 2013. Inspite of many challenges occurring in schools, but still the government of Tanzania tried its best to ensure all students get better education. The policy stipulates that the role of the central institutions is to ensure equity, equality and distribution of allocation of resources for education provision in the localities. The REO and DEO are responsible for ensuring the human resources are sufficient in schools. Although there is insuffiency of curriculum in training to meets national economy, the education provided should meet the demand of the economy. The policy stipulates that there is a big different of ration in education between boys and girls. The primary enrollment both girls and boys are almost 1:1, while in secondary education is 1:0.9, in high education is 1:2. The statistics shows that there is decreasing of number of girls from one level of education to another. Girls are failing to access education when they are in secondary education, especially in form two and three, the number of girls drop out are higher than boys. The policy says that, there is low involvement of women in education decision and management; there is a need for equal participation between men and women in education matters (URT, 1998).

2.2 Research Gap

It is clear that the issue of the challenges facing girl’s students in ward secondary schools has been studied by diverse group of researchers working in a variety of contexts. Many studies have been conducted on community and related secondary schools such as; Msechu (2000) in Tanzania, Mbele and Katabora (2003 & 2008) in Kagera, Mara, Morogoro and Mwanza – Tanzania. Hakielimu (2005) in Mbeya, Kigoma and Singida –Tanzania, Utonga (2005) in Tanzania, Chikopela (2012) in Chobombo, Mumbwa and Chadiza –Zambia, Joseph (2012) in Mathira–Kenya, Chanda (2008) in Zambia, Pule (2013) in Limpopo –South Africa and UNICEF (2012) in Burundi, Malawi, Rwanda, Chad and Congo. However, there is no study that report on the challenges facing girls students in ward secondary schools where the research is concentrate on. The issues like physical facilities (sanitary facilities and hostel), the roles of matron and female teachers as role models, social practices and school timetable identified as among of the appealing factors to girl’s access to education have not featured in an apparent way. Therefore, the present study sought to assess how these factors affected girls’ access to education in ward secondary schools in Tanzania.

2.3 Conceptual framework

Conceptual framework of the challenges facing girl’s students in ward secondary schools.Can be conceptualized as, through independent and dependent variable that is the components of independent variables in this study include the Decentralization Policy Paper of 1998 and National Education Policy of 2014 that have the major objectives of improving and increasing the access to all children’s and maintenance of access to education with better performance. The factors like matron and female teachers as role models, physical facilities (sanitary and hostel facilities), social practices, and school timetable, these are inputs in education as well as dependent Variables with which the applicability of these variables does not rely on the effectiveness of independent variable. Decentralization of secondary education, may affect girls’ access to secondary education and this access is well maintained, we look on the factors like; form two and form four national examination results as outputs. Also intervening variables They are all factors which depend on effectiveness of both independent and dependent variables, these factors may affect girl’s access to secondary education, are like: Teaching and learning process (e.g. Books, chemicals for laboratory practical’s), and teaching and learning facilities (Classroom and libraries).

 

 

 

 

 

 

Figure 2.1: Conceptual framework on the challenges facing girl’s students in ward secondary schools

·Matron and female teachers as role model ·Physical facilities (sanitary and hostel facilities) ·Social practices ·School timetable

Independent variable               Intervening variables          Dependent variable                              

 

 

 

 

 

Source: Field data (2021)

 

 

 

 

 

 

 

 

The above conceptual framework, explains the study in variables. These variables are interdependent to one another for girl’s access to secondary education. For instance how you can measure the access to girls education. Is through the output such as form four and form two examination., if the inputs are poor, even the output could be poor, even if the process of learning are good. Therefore, for girl’s to accomplish their studies with better performance in their access to secondary education, there should be friendly schooling environment with social support from home so as to avoid unplanned pregnant and early marriages as well as to control school dropout to girl’s students.

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter deals with research design, research approach, targeted population, sampling techniques, sample size, area of study, data collection techniques, data analysis and presentation, validity and reliability of the data.

 3.1 Research Design

The researcher will use descriptive design in order to make comparisons among the respondents so as to attain accurate information from the respondents, and to assess the challenges facing girl’s students in ward secondary schools.

3.2 Research approach

Kothari, (2002) explain that research design as a logical structure in which the research is conducted and carried out during the data collection process, measuring and analysis of data. Research design is regarding what, where, when, and how much, by what means concerning an inquiry or a research study.

Kothari,(2002) use survey design, Survey designs these were procedures which is administer a survey to a small group of people or sample in order to identify trends in attitude, options, behaviors or characteristics of a large group of people or the population.

 Babbie, (1990) Survey research is scientific social research methods involve sampling people to answer some questions. The broad area of survey research encompasses any measurement procedures that involve asking questions of respondents. A "survey" can be any form, a paperand-pencil feedback form or one-on-one in-depth interview (Trochim, 2006).

Standardized questionnaires designed and administered to get information about the research question(s) for analysis. The researcher will use survey research design to assess challenges facing girl’s students in ward secondary schools because the researcher has no control over the real life situation of the area to be studied in this research. It also helps to collect information such as attitudes, opinions and behaviors that are not available from other sources and the survey help the researcher to explore the exactly data.

3.3 Population of the study

Population refers to the total number of items about which the information is desired (Kothari, 2005). In this study, population of the study were the parents, students especially girls’ students, teachers, ward education officers (WEO), head master/mistress of ward secondary schools, Regional Education Officer, and District Education Officer. Ward education officer, district education officer and regional education officer have roles to play directly or indirectly regarding the challenges facing secondary schools and girls access to secondary education. Moreover, they have the knowledge and experience concerning the study topic in the study area. The study did not cover the entire population due to some limitation of accessibility, time and resources. Therefore, a representative sample was drawn for the study

3.4 Area of the Study

Kothari, (2004) explained that area of the study is the area where the research will be conducted. The study will be  conducted in Mtwara mikindani in Mtwara region. . It lies between longitudes 40 and 7 00″ east of the Greenwich. It was also situated between latitudes10 and 17 00 south of the equator. It occupies 163 square kilometers.The researcher will not expand the topic on area in a sense that through focusing and engage in Mtwara  mikindani will enable the researcher to gather and deep and correctly information and in a specific, manageable and appropriate time.(URT, 2012).

3.5 Sample Size

Kothari, (2004) sample size refers to the number of items to be selected from the universe to constitute a sample. Sample as a collection of some parts of the population on the basis of which judgment is made small enough to convenient data collection and large enough to be true representative of the population from which it had been selected. Sample size refers to the number of items to be selected from the universe to constitute a sample.

Curry, (1984) insisting on the use of thumb rule in selecting sample size, where by sample size is obtained from total targeted population. The researcher will employ 50 respondents because the sample size is efficiency, representative, reliable and flexible, on time and cost considerations.

3.6. Sampling and sampling techniques

Sampling is a procedure a researcher uses to gather people, places or things to study, it is a process of collecting a number a number of individuals or objects from a population such that the selected group contains elements of representative of the characteristics found in the group Kombo and Tromp, (2006).This study will use purposive sampling techniques.

3.6.1purposive sampling

This involves on picking unity of most relevant or knowledge in the subject matter and study them. This is choosing the particular units of the universe for constituting a sample on the basis that they are selected out of the huge one will  typical or represent the whole (Kothari,2004). This technique will be used by the researcher is to choose teachers basing on their distances to the study area, mobilizing the students for the interview and enumerators.

3.6.2 Simple random sampling

Simple random sampling refers to the technique where by individuals are chosen in a way that each member in a group has equal chance of being selected or chosen from the population (Kothari, 2004).

In this study, the researcher will use simple random technique of sampling which allow each member of the population as specified probability of being chosen. The research carries 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 for the sample.

3.7 Data Collection Methods

The study will indicate both primary data and secondary data collection methods during the study. Primary data are those data which are collected a fresh and for the first time and thus happen to be original in character. Also secondary data are those data which have already collected by other researchers, documentary review (Kothari, 2004).

Primary data is involved data from respondents through questionnaires and interview and document analysis in gathering information about the challenges facing girl’s students in ward secondary schools.

3.7.1 Interview Method

Horn, (2006) defines Interview as the process of asking somebody questions about their life, opinions and other related matters. There are two types of interview which are structured and unstructured interview. Structured Interview normally interviews done in a face-to-face format or via telephone using a standard set of questions to obtain data that can be aggregated because identical questions have been asked of each participant. Unstructured normally, interviews done in a face-to-face format. The researcher starts from a position of wanting to be sensitive to how participants construct their views and perspectives of things. Therefore, a goal is to allow the participant’s structure to dominate. Structured interview will be employed in gathering information from top respondents. This method will involve obtaining information through face to face conversation between researcher and the targeted respondents. The interview uses this method for students.

3.7.2 Questionnaires Method

Kothari, (2004), defines questionnaire as the set of questions printed or typed in a definite order on a form or set of forms both closed and open questions used in this research where a closed question are the questions answered with either a single word or a short phrase and open ended questions are the question which are likely to receive a long answer. Although any question can receive a long answer, open questions deliberately seek longer answers, and are the opposite of closed questions used to collect data from the respondents without any language barrier. This is applied since it allows the collection of a lot of information from 50 respondents in a short period of time to be in line with time required by a researcher to accomplish data collection process.

3.7.3 Secondary data collection method

The researcher had to collect data from different documentary sources which had already been collected by other researchers. Researcher has visited library to gather data that are already in existence and from the base for general review to develop and understand the situation. Also information is gathered from published and unpublished document such as past report on research done on similar subject. The main aim of getting secondary data is to compare with, and complement the primary data about the challenges facing girl’s students in ward secondary schools.

3.8 Data Analysis and presentation

Kothari, (2004) defines the term analysis as computation of a certain measures along with searching for patterns of relationship that exist data group. The data will be analyzed by using Statistical Package for Social Science (SPSS) through descriptive statistics so as to make data more accurate and consistence for presentation. The analyzed data presented in form of table figures and texts. The rationally of choosing these methods because they are simple and easy to be understood by the reader. The study will use mixed approach method due to the fact that qualitative method involves description and explanation while quantitative method used average, chart and percentages.

3.9 Validity and Reliability of Data

3.9.1 Validity

(Kothari, 2004) Validity is the degree to which results obtained from the analysis of the data actually represents the phenomenon under study; validity measures the accuracy of the instruments in obtaining the anticipated data which meet the objectives of the study. To insure validity, the researcher is collected data from the reliable source.

3.9.2 Reliability

Reliability refers to the degree to which data collection method or methods yields consistent findings, similar observations will be made or conclusions reached by other researchers or there is transparency in how sense is made from the raw data (Saunders et al. 2003)

Reliability is the ability of measuring instrument to provide consistent results. The different responds will be asked the same questions in different times to see if they would produce the same answers when asked several times and questionnaire were divide into parts in order to concentrate more on each question as ways so as to ensure consistency results.