Influence of Perceived Role of Girls on the Academic Performance among Mijikenda Community Learners in Public Secondary Schools

David Mutua & Joshua Ogal
School of Education
Mount Kenya University
Email: davymtush@gmail.com

Abstract: Despite all effort that has been shown in addressing the education issues that affect the female students, there is still a gap. Thus, the need to study socio-cultural dynamics influencing management of gender participation in schooling among Mijikenda community. The study was conducted to answer a research question; what is the influence of perceived gender roles on the management of gender participation in schooling among Mijikenda community learners in public secondary schools in Kwale County? This study was guided by the Systems theory and augmented by Maslow’s theory of hierarchy of needs. The study employed a mixed approach and was based on descriptive survey design. The study population was 2209 Mijikenda girls and boys who sat for KCSE in 2018 and 2019 and 49 head teachers at the secondary schools in Kwale County. The sample size was 310 participants. The study found that there was an influence of perceived gender roles on the management of gender participation in schooling among Mijikenda community learners in public secondary schools in Kwale County. There were different influences of gender participation in schooling regarding the marriage expectations for girls. Thus, the study concludes that while some of the identified items were negative for the gender balances, others were positive. The study recommends that the Ministry of Education initiate education programmes that promote enrolment, transition, and academic performance in Kwale county.