How Physical Facilities Affect Girls’ Education in Community Secondary Schools in Tanzania
DOI:
https://doi.org/10.61538/jipe.v8i1.181Abstract
Whereas students have generally been understood to be the ones who pass or fail examinations, it is the argument in this paper that actually it is the education system that predetermines the student academic performance. This paper reports results of a study that was conducted to explore the factors affecting girls’ education in community secondary schools in Mbeya City. Overall, the study assessed a range of factors including roles of school matrons and female teachers as role models, physical facilities, social practices and school timetabling; as key factors affecting girls’ education in community secondary schools. The data for this study were obtained from six selected community secondary schools. Questionnaires, interview schedules, focused group discussion, and documentary review protocols were employed to obtain the data needed to achieve the objectives of this study. This particular paper however, presents findings related to physical facilities in community secondary schools. The finding is that physical facilities in community secondary schools are not friendly to girls, and thus such a state contributes in predetermining poor academic performance among girls in such schools. ÂReferences
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