Gender and academic achievement in primary schools in Tirap division Marakwet District, Kenya

Abstract

The purpose of this study was to carry out an investigation about gender and academic achievement in primary schools in Tirap division, Marakwet district Kenya. The study sought to; examine the boys and girls access to primary school education, identify the causes of gender disparities in access to primary education, identify the gender differences in academic achievement and establish the challenges teachers’ face in handling pupil’s gender difficulties in schools. The study was guided by Classical Liberal Theory of Equal Opportunity and Social Darwinism (1944). A descriptive survey design was used in conducting the study using both primary and secondary data. Schools were stratified according to zonal levels from which a sample of 10 was considered out of a target of 33 schools in the division purposively sampled. Simple random sampling was used to select 73 teachers and census sampling to select nine Quality Assurance and Standard Officers and purposive sampling to select 10 head teachers from a target population of 285. Data was collected through questionnaires, in-depth interviews and document analysis. The questionnaires enabled the researcher to gather a lot of information in a shorter time, while interviews helped to seek clarification through propping and document analysis handled problems of selection and evaluation of evidence. The validity and reliability of research instruments were obtained through pilot study. Data collected was analyzed using descriptive and content analysis, consequently information was presented in tables, figures and frequency distribution and measures of central tendency. The access of primary education was higher for girls as compared to boys in classes one, three, four and five, while the access of primary education was higher for boys than girls in class six to eight. The access of primary education was higher for girls than boys especially at lower primary where the girls had not reached adolescence. The rate of growth of enrolment of girls is much higher than that of boys at upper primary stages. The girls performed more than boys in lower and mid upper primary, while boys performed more than girls in upper primary. It is recommended that parents should ensure that all children whether a boy or a girl should be sent to school. The cultural practices that affect the academic achievement of pupils should be avoided through rigorous campaigns to create awareness of its irrelevance to the society and schools should provide adequate teaching and learning materials, conducive environment and effective teaching of all pupils without disparity.