The influence of pupil's gender and performance in P.L.E: Nganwa Junior Primary School, Kabwohe Town Council, Bushenyi District Uganda
| dc.contributor.author | Sheila, Shemererwa | |
| dc.date.accessioned | 2020-07-15T08:28:41Z | |
| dc.date.available | 2020-07-15T08:28:41Z | |
| dc.date.issued | 2010-11 | |
| dc.description | Research report submitted to the institute of Open and Distance Learning in partial fulfillment of the requirements for the award of a Diploma in Primary Education of Kampala International University | en_US |
| dc.description.abstract | This study investigated the influence of gender related factors in performance P.L.E., Nganwa Junior Primary School, Kabwohe Town Council, Bushenyi district Uganda. It involved 80 pupils ( 40 boys and 40 girls) as well as class teachers and head teachers from Nganwa Junior primary school. A self administered questionnaire was used to collect data and descriptive statistics was used in analysis. The study found that more male parents had attained post primary education, and so offer immediate good role models to male children than the case for females, whose mothers (79%) had only reached primary level. More boys, 83% (42% sometimes and 42% always) are assisted with their homework at home than girls, 75% (58% sometimes and 17% always). Only 17% of girls' parents always assist them with their homework as compared to 42% of parents who assist their sons. Also, 58% of the parents prefer to pay fees for boys, in contrast to 33% for girls in case of insufficient money, few parents (33%) prefer to pay fees for girls first and equally few parents (8%) share the little fee they have to both genders. For work at home, girls mainly fetch water and firewood (100%); domestic Work (100%); engaging in e1Tands to the market (100%) and prepared the shamba (92%). Boys mostly look after cattle (100%). Also girls become absent frequently (40%) as compared to boys (13%). More boys perform better in Sciences, Mathematics and Social Studies and almost average in Languages (English). Girls perform better in Languages (English), average in Social Studies and below average in Mathematics and Science. The researcher concluded that family factors, community perceptions of the importance of girls and boys and their preference of education for both girls and boys, learners' own perceptions about their abilities and roles in society, significantly affect their performance in various educational disciplines, such as sciences and arts. The researcher recommends that awareness campaigns targeting community leaders, local administration, teachers, parents, pupils and members of the community about the benefit of education especially of the girl child should be organized. This should be done through religious preaching in churches, public lectures and seminars. The government should promote women's participation in decision-making at policy formulation and implementation so that they take more responsibility in directing their destiny. More girls boarding primary schools should be put up so that girls get a humble time to read away from the disturbances of family and community | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/8333 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University.College Of Education | en_US |
| dc.subject | Pupil's gender | en_US |
| dc.subject | Performance | en_US |
| dc.subject | P.L.E | en_US |
| dc.subject | Nganwa Junior Primary SchooL | en_US |
| dc.subject | Bushenyi District Uganda | en_US |
| dc.title | The influence of pupil's gender and performance in P.L.E: Nganwa Junior Primary School, Kabwohe Town Council, Bushenyi District Uganda | en_US |
| dc.type | Other | en_US |