Assessment of Socio-Cultural Factors and their Effects on Girls’ Completion in Community Secondary Schools in Morogoro Municipality

Abstract

This study sought to investigate the socio-cultural factors and their effects on girls’ completion of o-level education in community schools in Morogoro Municipality. The mixed research approach and descriptive survey research design were used. Sample size of this study was 222 respondents which included 135 ordinary teachers, 3 heads of schools, 30 parents, and 54 form four female students. Simple random sampling techniques were used in the selection of ordinary teachers, while purposive sampling technique were used in the selection of heads of schools, parents, and form four female students. Data collection methods were questionnaires, interviews and focus group discussions. Quantitative data were analyzed by descriptive statistics while qualitative data were analyzed by content analysis. Findings of the study revealed that, socio-cultural factors that affect girls’ academic performance negatively include parental investment, household work, preference of family to educate boys rather than girls, failure to buy basic needs, and traditional initiation rites. The study recommends that the Government of Tanzania should ensure that, the 2014 Education Policy is effectively implemented, the Government and other educational stakeholders should build more boarding schools and develop existing ones as to accommodate girls, and the Government should enroll back girls who dropped out of school because of pregnancies.