TABLE OF CONTENTS

Table of contents ..i

Abbreviations and Acronyms..ii
CHAPTER ONE
1.0.Introduction...3
1.1.Background to the study......3
1.2.Purpose of the study.6
1.3.Objectives of the study.....6
1.4.Research Questions .....6
1.5.Statement of the problem....7
1.6.Significance of the study..7
1.7.Hypothesis....7
1.8.Limitations of the study....8
CHAPTER TWO
2.0.Literature Review..9
CHAPTER THREE
3.0.Methodology ...14
3.1.Research design....14
3.2.Target population.14
3.3.Sampling procedure..15
3.4.Data collection method.15
3.5.Data analysis method...16

Appendices......17
Researchers introductory letter..21

1
ABBREVIATIONS AND ACRONYMS
AIDS -Acquired Immune Deficiency Syndrome
CRC -Convention on the Rights of the Child
EFA -Education for All
DEBS -District Education Board Secretary
ESAR -Eastern and Southern Africa Region
FAWEZA -Forum for African Women Educationalists
GER -Gross Enrolment Ratio
GRZ -Government Republic of Zambia
HIV -Human Immuno Virus
CPE -Certificate of Primary Education
MOEST -Ministry of Education Science and Technology
TIQET -Totally Integrated Quality Education and Training
UN -United Nations
UPE -Universal Primary Education
UNESCO -Nations Educational Scientific and Cultural
Organization
WERK -Women Educational Researchers of Zambiat.

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 CHAPTER ONE
This chapter focuses on the background of the study, the statement of the problem and
purpose of the study. It further covers the objectives, study questions and significance of the
study. The chapter also includes the delimitations and limitations expected to be encountered
during the study and definition of key terms. The purpose of this chapter is to give an overview
on the background to the study, statement of the problem and purpose of the study.

1.1 INTRODUCTION
This study investigates the discrepancy that despite the crucial role that education plays in human
development, the girl childs participation in secondary education is lower than that boy of in
Chama District. Records from District Education Board Secretary show that girls enrolment
stands at 37.5% while that of boys is 62.5%. Factors leading to this problem have not been
adequately explored. The purpose of this study, therefore, is to investigate the factors influencing
girl child participation in secondary education in selected secondary schools in Muchinga
District of Chama District.

According to the declaration on Human RightsArticle28thof 1979 education should be free at

elementary and fundamental stages to allow easy access by all. UNESCO, an agent of UN,
attached a lot of importance to this section of the declaration on the rights of the child. World
conferences on education, for instance the world conference on education for all in Jomtein,
Thailand in 1990, and world education forum, Dakar, Senegal2002, were a clear manifestation of
the realization by international community of the strategic role that education plays towards the
achievement of sustainable development. The goals and targets of the international conferences
on education were:-

1.2. BACKGROUND TO THE STUDY

Chama Day and Chama South Secondary school are situated in Chama district of Muchinga
province of Zambia. The district is vast but sparsely populated and its inhabitants are mostly
peasant farmers. The two schools offer secondary education to the locals as well as outsiders
who are attracted by its recent reputation of being one of the best performing schools in the

3
province. It is in the heart of the famous Luangwa valley. Senga speaking people who are mostly
peasant farmers are the indignant of this mostly arid land. They make seasonal income from their
harvests of cotton and rice. A small number of people are clustered around a market center
running small scale businesses. It is at these two schools where the researcher wishes to conduct
a research to find out the causes of low girl-child participation in secondary education.

The transformative power of education as a key to societal development has been acknowledged
worldwide (Donald Kisilu Kombo, 2005). Education has a major role to play in social, economic
and political aspects of human development. It is also through the use of education that the
environment has been transformed into a better place to live in. To enhance rapid human
development, it is necessary that one acquires education. Education has therefore become a basic
human need. Basic education has for some time remained high in the global agenda for
education. Its importance in economic and social development makes it a basic right for every
child, boy and girl alike.

According to the Convention on the Rights of the Child Article 28 of 1979, every child has a
right to education and the state has a duty to ensure that primary education is free and
compulsory to all children. The state also has a duty to encourage different forms of secondary
education accessible on the basis of capacity of the individual. Article 28 of the Convention on
Rights of a child spells out the aims of education in the society. Education aims at developing the
Childs personality, talents, mental abilities to the fullest so that the individual and the society
benefits. Education fosters respect for the childs parents, his/her cultural identity, language,
values and cultural background. Education creates a sense of identity, belonging and also a sense
of direction, which is necessary in a growing individual.

Many developed countries laid great emphasizes on basic education in their early stages of
human development, for instance Denmark achieved universal primary education (UPE)
in1914,Sweden in1942 and Japan in 1842.Many countries of the world that have shown
consistent annual growth in capital income are almostat100% basic literacy levels. Economists
have shown that there is a positive correlation between the level of education of the people and
economic growth of the country. World conferences on education, for instance the world

4
conference on education for all in Jomtein, Thailand in 1990, and world education forum, Dakar,
Senegal 2002, were a clear manifestation of the realization by international community of the
strategic role that education plays towards the achievement of sustainable development.

The global situation before the Jomtein Conference of 1990 indicated that the girls and women
were the minority in terms of access to education. There were fewer girls and women who had
access to education than were boys and men. Zambia as a nation realized the important role that
education plays in development of the society. At independence the government realized that
education is necessary for social and economic development of the country. Zambia attempted to
provide Universal Free Primary Education (UPE) amidst meager resources. This has been clearly
demonstrated by her participation in the world conference on education; in Jomtein Thailand in
1990 and subsequent endorsement of education for all (EFA) Declaration made in Dakar,
Senegal in the year 2000. Since Jomtein conference of 1990 several strategies and education
programmers have been put in place in an attempt to achieve gender parity in education in
Zambia

However, despite the various national policies and the signing of international agreements,
gender disparities still persists in the Zambia education system. Efforts to address gender
disparities in education at policy level have remained largely superficial and uncoordinated
despite the fact that Zambia as a nation signed the Dakar frame work of action in which one of
the goals was to eliminate gender disparity in primary and secondary education. There has been
gender disparity in favor of boys almost tall levels of education systems in Zambia (M.O.E:
2003).The gender gap in access, participation and achievement broadens as we progress from
early childhood education to primary and secondary education.

From the District Education Office Chama District year 2015 statistics on school enrolment
indicate that there are gender gaps in education in terms of access to education. Out of 5954
pupils in secondary school boys are 51% while 49% are girls. In District Education Office the
statistics on enrolment indicates fewer girls than boys enroll in schools. In secondary
schools54.3% are boys while girls are only 45.7%.The low enrolment for girls in the division is
illustrated by the enrolment of two secondary schools taken randomly for this research.

5
1.3. PURPOSE OF THE STUDY
The purpose of carrying out this research was to investigate the factors affecting participation of
girl child in secondary education in Chama district of Muchinga province.

1.4. OBJECTIVES OF THE STUDY

In order to achieve the purpose of this study, the following objectives were identified:
i. Establish the extent to which socio-economic factors affect girl-child participation in
secondary education.
ii. To determine the extent to which socio-cultural factors affect the participation of girl-
child in secondary education.
iii. To determine extent to which parents level of education affects girl-child participation
in secondary education.
iv. To establish the extent to which distance from school affects girl-child participation in
secondary education.

1.5. RESEARCH QUESTIONS

a. What family related factors cause girls not to transit from primary education to
secondary education?
b. What family related factors cause girls to drop out of secondary education?
c. What family related factors cause girls to perform poorly in school?
d. What school related factors cause girls not to transit from primary school to
secondary school?
e. What school related factors cause girls to drop out of secondary education?
f. In what ways can girl child participation in education be improved in the study
area?

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1.6. STATEMENT OF THE PROBLEM

There were more boys than girls participating in secondary schools education in Chama District,
of Muchinga Province. Despite the growth of education in Zambia since independence in1964,
the introduction of FBE and the legal policies concerning education, gender disparity in
education still continue to prevail with regard to enrolment of girls, their retention, as well as
girls participation in education. If the situation is left as it is, women in society will continue as
living in poverty. Understanding the causes of enrolment disparity will see equality in girl
education which will lead to, enhanced productivity across sectors, increased female earnings,
enhanced democracy and good governance and overall development for the country.

1.7. SIGNIFICANCE OF THE STUDY

The findings and recommendation of the study will be of great significance to various
stakeholders involved in the campaign for the promotion of girl-child access to education in that
they will get to know the main problems facing the girl-child education hence prepare to face the
challenge head on. It is hoped that the findings will benefit the Ministry of Education, Education
planners, teachers parents and the whole of Zambia society in general. It will be possible to
appreciate the problems facing girl-child education in the society and prepare to design ways of
facing the challenges, whether social, economic or cultural in nature in order to make it possible
to the girl child to access education. This will ensure that gender disparity is reduced.

1.8. HYPOTHESIS

I hypothesize that social-economic and cultural barrier such as early marriages, low education
level of parents and absence of care giver responsible for low enrolment of girls in secondary
school in the school under this study.

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1.9. LIMITATIONS OF THE STUDY
The study confined itself to only public secondary schools in Muchinga District though private
school would have had valuable contribution to the study. The study also focused on the students
and teachers who were present at the time of the sampling session in the respective institutions.
Those absent were not included even if they could have had interesting input. Finally there are
many factors that influence girl education but the researcher selectively focused on a few of them
which were relevant and applicable to the area of study.
i. The study was conducted in one division of Chama district and focused on girl
child education in this specific area. Therefore the results may not be easily
generalized.
ii. The findings of the study covered only one level of girl child education,
secondary education and not any other.
iii. Only a few schools were sampled for this study.

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 CHAPTER TWO

2.0 LITERATURE REVIEW

This chapter is organized to include the findings of past researchers and how various scholars
have looked at the problems of participation of girlchild in secondary education. Some of the
issues to be addressed will be; girlchild socioeconomic, sociocultural, parents level of
education and distance from school factors affecting girl-child participation in secondary
education, theoretical framework and conceptual framework.

Girl-child education in Africa and in Zambia has for a long time been plagued by the way of
thinking that girls are inferior to boys. While these two genders are in school they are often
reminded of the differences and not the similarities between boys and girls. This type of
education places the boy on a superior platform to that of the girl. The problems of the girl-child
education start right at home. It is at this level in the community that girls are educated
differently from boys. The parents, siblings, relatives and even the neighbors perceive girls to be
radically different from boys. They wrongly believe that, boys are more intelligent, more
capable, more responsible and therefore more important to the society than girls. Although both
girls and boys are brought up together at home and in the community the girls are forced to grow
up differently through this oppressive socialization. They are not given the same opportunities as
boys to prove their potentials.

As a result the girls grow up believing that they are grossly inferior to boys just because they are
girls. As gender bias prevails in the society girl-child education will continue to suffer social
discrimination. According to Tischels (1986) the term gender may be defined as the socially
learned pattern of behavior and psychological or emotional expressions of attitudes, that
distinguishes male and female in the society. Such behavior is learnt through socialization in the
society and in school. This socialization has affected the girl-child in terms of access to
education, completion and achievement. The girls are made to feel inferior to boys and less
important than boys in the society. Girls will therefore not be willing to go for those things that
are believed to be for boys. They will not strive to outshine the boy sin anything including
education in case they get ex-communicated in the society because of going against the norms.

9
Those girls that behave differently are ridiculed and laughed at in the society and this makes
them uncomfortable and therefore unwilling to compete effectively with boys. Previous research
in the field of education has made revelation to the effect that for many years the girl-child has
been deprived of her right to adequate education through gender socialization. A survey,
international study of evaluation of Education achievement (IEA) by Comber &Kelves of1973
show a glaring gender gap in favor of the boy-child in many countries of Western and Eastern
Europe, Asia and North America. The boy-child continues to perform better than the girl-child
academically in terms of enrolment, retention, completion and achievements. A similar study in
African countries portrayed a similar situation where girl-child is over-shadowed by the boy-
child as regards education performance. The number of girls who join school in class one is
obviously lower than that of boys and of those girls who join school only a few complete school
life. For various reasons some girls drop out of school while the boys continue learning and
complete school. Girls are also displayed as under-achievers in many African countries. Recent
research by Montel et al of 1997carried out across African countries revealed that more boys are
achievers at higher levels compared to girls. The percentages range from 37% in Ghana to44 %
in Tanzania, gender influences the academic performance in favors of boys. The girl-child
participation indication faces other challenges some of which are culturally tailored to meet the
cultural and social expectations of the community and not that of individual girl-child. This
attitude towards the girl-child by the society deprives hero equal chances in education to those of
boys. The Boys are treated with more dignity and seriousness and are given most of the chances
in education. Family funds will be geared towards boy education. Where poverty strikes leading
to scarcity of funds in the family, the girl-child is sent home to work so as to assist the parents in
raising funds to educate her brother.

The classical, liberal and social Darwinism assert that each person is born with a given amount
of capacity which to a large extent is inherited and cannot be substantially changed. Thus the
education systems should be designed so as to remove barriers of any nature be it economic,
social, gender or geographical, that prevent a person from taking advantage of inborn talents
which accelerate a person to social promotion. Liberal progressivist, Horace Mann, termed
education as the Great Equalizer. Gender does not count, if given equal opportunities in
education, achievement are determined by inherited capabilities of the individual. Social

10
Darwinism Theory emphasizes that every citizen should be given, through education, the social
status which entitle him/her to inherited aptitude (Organization for economic cooperation and
Development). This theory observes that the provision of formal equity and access to education
by putting everybody on the Scratch guarantee that the outcome is justified. The result of
this equal access to education can document who deserves the price because the achievements
are determined by inherited capabilities and not by arbitrary conditions like economic status or
gender of the individual. Classical Liberal Theory states that social mobility will be promoted by
equal opportunity to education.

The roots of this theory can be traced to writers such as Rousean (1712-1778) who claimed that
the natural statesman were born equal and personal qualities should not jeopardize social equity
so long as society rewards people according to status. Thus the writer of the American
Declaration of Independence claimed that all people are created equal i.e. born with the same
moral and political rights. It follows from the belief that social institutions such as educational
should in some way attempt to treat people equally regardless of gender and economic status. By
making primary education free and secondary education affordable to all children regardless of
gender and social classes, it is hoped that the handicaps or barriers to education have been rem
The classical, liberal and social Darwinism assert that each person is born with a given amount
of capacity which to a large extent is inherited and cannot be substantially changed. Thus the
education systems should be designed so as to remove barriers of any nature be it economic,
social, gender or geographical, that prevent a person from taking advantage of inborn talents
which accelerate a person to social promotion.

Liberal progressivist, Horace Mann, termed education as the Great Equalizer. Gender does
not count, if given equal opportunities in education, achievement are determined by inherited
capabilities of the individual. Social Darwinism Theory emphasizes that every citizen should be
given, through education, the social status which entitle him/her to inherited aptitude
(Organization for economic cooperation and Development). This theory observes that the
provision of formal equity and access to education by putting everybody on the Scratch
guarantee that the outcome is justified. The result of this equal access to education can document
who deserves the price because the achievements are determined by inherited capabilities and

11
not by arbitrary conditions like economic status or gender of the individual. Classical Liberal
Theory states that social mobility will be promoted by equal opportunity to education

In view of the global problems of gender disparities in the field of education and the many
opportunities that the girl-child is denied in education and human development, world
conferences have been held to address the issue of girl-child education. The universal declaration
on human rights of1948, the world conferences on education for All in Jomtein, Thailand of1990
and the world education Forum, Dakar, Senegal of 2000,are all in response to the gender gap in
education opportunities. In response to Dakar Declaration of April 2000, Education for All, girl-
child education was placed at the center of E.F.A. agenda and UNICEF was announced as the
main agent in the new initiative. The most urgent was to ensure access to and improve the quality
of education for girls and women, and to remove every obstacle that hampers their active
participation in this field. There was need to eradicate all gender stereotyping to facilitate
maximum participation by girls in education. In this agenda UNICEF was guided by the C.R.C.
principles that recognize education as non-alienable right, an important right that the other
program is by FAWEZA which has set up centers of excellence at Kajiado to rescue girls from
harsh situations, occasioned by outdated cultural values and practices, such as female
circumcision and the consequent forced early marriages.

In some communities like the Senga and Thumbuka, the girl-child is subjected to early
marriages, deliberately arranged and planned by their parents in line with their cultural demands.
Such girls are denied childhood education and are over-burdened with motherhood
responsibilities such as child bearing, raising children and looking after the husband before they
are fully grown. In the process of getting married early the girls are denied access to education.
FAWEZA is concerned with girl-child education and their welfare in the society. This body of
women Educationist is involved in rescuing the girl-child from such harsh cultural practices so as
to secure a future for the girls. It is also concerned with tapping the girls potential and providing
for their maximum development.

For some of the rescued girls these centers of excellence become their homes during school
holidays for fear of being captured and denied the chance to go back to school by their parents

12
after they break for school holidays. FAWEZA is also concerned about influencing policies
pertaining to girl-child education for instance, re-entry to school after pregnancy and also
influencing on curriculum to make it more friendly to the girl-Child, to make the girl child more
attracted to the learning environment. However gender disparities remain a major challenge to
achieving education for all. In most cases girls are less likely to been rolled than boys. Hence
two thirds (2/3) of worlds adults are illiterate women. (UNESCO,1996).This situation is very
disappointing and calls forum mediate action. It requires to be aggressively tackled by all.

The widely carried out research demonstrate that there is appositive correlation between girl-
women education levels and :(a). Higher levels of productivity (b). Improvement in health(c)
Delayed marriages (d) Lower fertility and low child mortality rates. Research has also shown
that educating girls and women is a major step towards breaking the cycle of illiteracy; poverty,
marginalization and unnecessary population grow. The benefits of the girl education also impacts
positively on the general life in the society by virtue of her crucial position later in life as a
mother, wife and a member of the community. An educated girl contributes to the wellbeing of
her family. She promotes quality life in terms of social economic status and enhances faster
National development, hence the saying Educate a woman; Educate the whole world, Educate a
man; Educate one person only

This review of literature has highlighted some factors affecting girl child participation in
secondary education. The conceptual frame work has now been developed by the researcher
after the review of factors affecting participation of girl-child in secondary school education. The
chapter that follows discusses the methodological concerns of the study

13
 CHAPTER THREE
3.0. METHODOLOGY
This chapter describes the methodology that will be used in carrying out the study. The
methodology is organized under the following section; research design, population, sample,
sampling procedure, instruments for data collection, procedure for data collection, data analysis,
ethical considerations, research schedule or timeline, proposed budget and references

3.1. RESEARCH DESIGN

A survey design was used in this study to investigate and establish the factors that influence girl-
child participation in education. A descriptive survey design helps the researcher to collect
information from various respondents. The researcher then summarizes the data and presents it
using data presentation methods such as frequency tables and percentages, then makes
interpretations for the purpose of clarification .The data collected will be eventually analyzed,
patterns extracted and comparisons made. This design is particularly popular because of its
potential representativeness, its ability to evaluate large population using relatively small sample.
The descriptive survey research was expected to produce statistics about aspects of girl-child
education that would be of interest to policy makers and educators. In this study, survey design
was selected because of its ability to collect data that explores, describes and explains the social-
economic factors that influence girl-child access to education. This research methodology was
used to investigate the economic and social factors and practices that hinder the girl child access
to adequate education. This method enabled the researcher not only to describe such factors but
also to find out their impacts on girl child access to education with the view of making justifiable
conclusion, suggestions and recommendations to improve the situation. The locale of the study is
Chama District, Muchinga province of Zambia.

3.2. TARGET POPULATION

In this study the target population comprised of girl students and the teachers in the selected
Secondary Schools in the study area. Secondary schools were selected for study because it is at
this level of education that gender disparity is most noted. The transition rate from primary
school to secondary schools level is lower for girls than it is for boys. There are six secondary

14
schools in Chama district. Using two schools for my research the target population totals 1500.
From of this number a sample of 100 pupils will be targeted.

3.3. SAMPLING PROCEDURE

The study used probability sampling procedure or design. To achieve this, sampling procedure
was applied so that every participant or respondent had an equal chance to be in the sample. The
girls from two selected schools were randomly selected by giving those numbers from one until
to the last pupil. Those who were given even number that is 2, 4, 6, and so on were picked to
form the study sample. The same procedure was also used on teachers. . In order to get
representative samples from the target population stratified random sampling which involves
dividing the population into a number of non-overlapping sub population or strata and then
sampling separately from different strata. In the study the target population was stratified into
students and teachers strata. Then the respondents were selected from each stratum by simple
random sampling.

3.4. DATA COLLECTION METHOD

In education antisocial sciences research, the most commonly used instruments are
questionnaires, interview schedules and observation forms. In this study questionnaires will be
used. These questionnaires are developed and administered by the researcher for the purpose of
data collection. Data will be collected by use of questionnaires. Each question in the will address
a specific objective or research question in the study. Each respondent in the selected school will
be given a questionnaire which the researcher later collects and start coding. This data collecting
instrument is appropriate for the students and teachers because of their level of literacy they can
read individually and understand the questionnaire and responds appropriately. The
questionnaire will be used to get information from both the teacher and the girl students in
selected schools on what they considered to be the main barriers to girl child education. They
will have both closed and open ended questions.

15
3.5. DATA ANALYSIS METHOD
The data that will be collected in the field will be analyzed by use of descriptive statistics e.g.
percentages, mean variance and mode. The findings will be presented by use of frequency tables
and percentages. There will be need to use excel to aid in the analysis. The first stage of analysis
will involve the testing for normality and homogeneity of the population to determine if
samples are from normal distribution of population. These tests are necessary because they
verify the data to see if it meets the requirements for using ANOVA.

Secondly the data is subjected to correlation coefficient test. The results of multiple correlation
analysis between independent and dependent variables will be used to test the degree to which
enrolment is a common issue in the two schools. The regression coefficient obtain will be tested
for its significance. If the correlation coefficient is 0.9 then it can be explained that 90% of
pupils who are not in secondary school but meet the entry requirement were victims of the
factors that will emerge. This means that there is strong evidence to discard the null hypothesis
which says that low girl participation is not based on social-economic and cultural barriers. On
the other hand, if the regression equation is below 0.70 it does not provide enough evidence to
accept the alternative hypothesis.

Finally, the chi square test for independence of the two variables will be be used to test the
nature of the relationship between these variables. The test for independence examines whether
the observed pattern between the variables in the table is strong enough to show that the two
variables are dependent on each other or not.

16
 APPENDIX A
Questionnaire for students (Girls)
The following questions are intended to give information on the factors influencing girl child
access to secondary education in Chama district. The information you provide in the
questionnaire will be in confidence and will be used for academic purposes only.
1. Do you like your school If yes
why?..........................................................................................If No
why?......................................................................................................................
2. .Did all your primary school classmates (girls) join secondary school? Yes / No If No,
why?............................................................................................3
3. Do you think lack of school fees prevent girls from joining secondary school? Yes / No If
yes to what extent?-Very great-Great-Moderate-Low4
4. Girls fail to meet secondary school admission requirements. To what extent does this
prevent them from joining secondary school?-Very great-Great-Moderate-Low5.
5. To what extent does the education level of the parents influences girl child participation
in-Very great-Great-Moderate-Low
6. .In your opinion, what problem do girls encounter at home which may negatively lvii
influence their education? List them down.
7. Do your teachers encourage you to continue with school? Yes ( ) No ( )If No, explain
8. In school, are the teachers friendly? Yes /No
9. Do the teachers make you feel welcome at school?-Yes/ No
10. What are the main challenges at school for girls? a. Lack of appropriate facilities b. Lack
of good models c. Bad influence by school mates d. Lack of fees e. Hostile teachers
11. What are the main causes of school drop out for girls?(a) Peer pressure(b) Pregnancies(c)
Sickness of family members(d) Lack of fees(e) Lack of interest in education(f)
Discouragement from the teachers.
12. In your view, is the number of girls dropping out of school increasing or decreasing?(tick
where appropriate)
13. Do you believe that girls are discriminated against by their parents and that the parents
would prefer educating the sons and not their daughters? Yes ( ) No ( )If yes explain why?

17
14. What interferes with smooth running of your education?(a)Too much work at home(b)Peer
pressure lviii(c)Sickness(yours or your relatives)(d)Unconcerned teachers(e)Non of the
above(f)Frequent abstention
15. Absenteeism from school for girls is mainly caused by(a) Lack of school uniform(b) Lack
of sanitation towels during menstruation.(c)Others-State
16. Do you believe the secondary education is important in your life? Yes /
No..........................................................................................If yes
explain.......................................................................................................................................
..........................................................
17. Suggest ways of improving girl child education.

18
 APPENDIX B
Teachers questionnaire The following questions are intended to give information on the
factors influencing girl child access to secondary education in Chama District. The
information you provide in the questionnaire will be treated in confidence and will be used
purely for academic purposes.
1. Is the school mixed or single sex schoolYes or
Nolix..........................................................................................
2. In your opinion as a teacher how would you rate the girls in your school?(a)
Hardworking(b) Lazy(c) Unfocussed(d) Satisfactory
3. Would you prefer teaching girls or boy and why?If boy
why?................................................................................................If girls
why?.................................................................................................
4. What are the main causes of girlsabsenteeism in school(a) Poor attitude to education(b)
Lack of school fees(c) Sickness(d) Peer pressure(e) Unconcerned parents
5. In your observation what are the main causes of school dropout by girls(a) Pregnancies
/early marriages(b) Lack of school fees(c) Lack of focus(d) Lack of parental guidance.
6. What are the main challenges to girl education in your secondary school?(a) School
fees(b) A lot of work beside school assignments(c) Ignorance(d) Parents poor attitude
to girl child education(e)Pressure from outside schools
7. Is school environment conducive to learning for the girl child? Yes ( ) No ( )Explain
.....................................................................................................
8. What percentage of the girls who drop out of school manage to come back after
delivery-Very high percentage-High percentage-Low percentage-Very low percentage
9. To what extent do the following factors hinder pregnant girls from coming back to
school after delivery?(a) Lack of interest in school education-Very great-Great-
Moderate-Low(b) Un cooperative parents-Very great-Great-Moderate-Low(c)
Motherhood responsibilities-Very great-Great-Moderate-Low(d) Stigmatization-Very
great-Great-Moderate-Low.
10. What measures would you suggest to improve girl education in your
school?................................................................................................................................
...........................................................

19
 APPENDIX C
Budget estimates
The study will require an estimate budget of K.79, 250 to be used as follows:-
Preparation of the proposal .....................................................................K10, 000
Purchase of Research materials ...............................................................K10, 000
Transport and Accommodation costs .......................................................K15, 000
Subsistence Materials during data collection ............................ ..............K15, 000

Typing and Production of the research project

Stationery.............................................................................K 10,000
Computer services .............................................................. K10, 000
Photo copying and binding ................................................. K5, 000
Total .................................................................................... K 75,000
Contingencies5 %................................................................. K. 4,250
Grand Total............................................................................K79,25

20
 APPENDIX D
SCHEDULE OF ACTIVITIES
Activity /Task Date beginning
Planning the catchment area 11th August , 2017
Interviews and Collection of school report forms 30th August, 2017
Compilation of data 10th September, 2017
Compilation of research report 21st September, 2017
Proof reading 3rd October, 2017
Error correction/ binding 21st October, 2017
Submission of research report 12th October, 2017

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 Appendix E
RESEARCHERS INTRODUCTORY LETTER

Banda Bridget
Chama Boarding Secondary School
P.O. Box 540050,
Chama.
20 August 2017

The District Education Board secretary,

Chama District,
P.O. Box 540049,
Chama.
U.F.S.

The Acting Head Teacher,

Chama Day Secondary School,
P.O. Box 540050,
Chama.

Dear Sir,
RE: PERMISSION TO CONDUCT RESEARCH
I write to request for permission to conduct research at Chama Day Secondary School ANS
Chama south Boarding School.
The research is a partial requirement for the award of a degree in Bachelor of Education
(secondary school) with Mukuba University.
Your positive response will be greatly appreciated
Yours faithfully,

Bridget Banda
Student Number:

22
 RESEARCHERS INTRODUCTORY LETTER

Banda Bridget
Chama Boarding Secondary School
P.O. Box 540050,
Chama.
20 August 2017

The District Education Board secretary,

Chama District,
P.O. Box 540049,
Chama.
U.F.S.

The Acting Head Teacher,

Chama South Boarding Secondary School,
P.O. Box 540050,
Chama.

Dear Sir,
RE: PERMISSION TO CONDUCT RESEARCH
I write to request for permission to conduct research at Chama Day Secondary School ANS
Chama south Boarding School.
The research is a partial requirement for the award of a degree in Bachelor of Education
(secondary school) with Mukuba University.
Your positive response will be greatly appreciated
Yours faithfully,

Bridget Banda
Student Number:

23
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