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.