|Educational Research (ISSN:2141-5161) Vol. 2(3), pp. 997-1005 March 2011
Copyright © 2011 International Research Journals
Full Length Research Paper
Gender factor in performance of pupils in Kenya certificate of primary education examination in Kenya: a case study of Kombewa division, Kisumu district
Stella Lucy Atieno Juma, Enose M.W Simatwa*, T.M.O Ayodo
Department of Educational Management and Foundations, Maseno University.
*Corresponding author email: firstname.lastname@example.org
Received February 02, 2011; Accepted 17 February, 2011
It has been realized that investment in the girl child education at primary school level improves nutritional practices, proper hygiene, management of households and quality of life in developing nations. In Kenya, the government has articulated its commitment to providing primary education to all children of school going age. Female illiteracy remains a drawback to realizing an ideal quality universal primary education. Though the government is committed to providing basic education to all children of school going age, Kombewa Division still lags behind. This study investigated Gender factor in performance at Kenya Certificate of Primary Education Examinations in Kombewa Division, Kisumu District, Kenya. The study involved a sample of 200 pupils (100 males and 100 females) from class eight, 20 class teachers and 20 head teachers. Data was collected through questionnaires and interviews schedules administered to pupils, class teachers and head teachers. Stratified random sampling technique was used to select 20 head teachers, 20 class teachers and 200 pupils. The questionnaire administered to head teachers collected information on school-based, community, family and individual factors that affect pupils’ performance in schools. The interview with teachers gathered information on factors that affect pupils’ performance at Kenya Certificate of Primary Education. Pupils’ questionnaires collected information on community, school and family factors that affect boy and girl child’s performance in schools. Descriptive statistics was used to analyze the data in form of frequency counts, means and percentages. The study established that there was a significant difference in performance between boys and girls at Kenya Certificate of Primary Education. The study also revealed that family, community, school and individual factors affect negatively the performance of girls more than that of boys at Kenya Certificate of Primary Education. The study recommended that there was need for awareness campaigns using community leaders, local administration, teachers, parents, pupils and members of the community on the benefits of education, especially of the girl-child through religious preaching in churches, public pronouncements in barazas and seminars.
Keywords: Gender Factor, Performance, Pupil, Examination, Kombewa Division, Kenya.
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