Friday, July 19, 2013

HOW CAN YOU PREPARE YOU LIFE BETTER

CAN IT BE POSSIBLE?
Most of the days I faced more problems about life on how I can get employment. I decided to keep make volunteering in different offices that relate to my field of study without thinking about salaries where by my target was to show people on how I can work.

In other side, I decided to introduce the self employment on keeping chicken and planting garden for domestic use (primarily) and for sell (secondarily). But all in all my aims was to strengthen my life and trying to reach my goals in future life.

In so doing,people sow me,they sow my underground, uprooting and forward working with  my personal willingness to work as my jobs regardless the job is owned by particular people (directors). I mostly like to use these words  "IT IS BETTER TO SHOW YOUR ACCOUNTABILITY, EFFECTIVENESS AND ABILITY ON YOUR OWN OPPORTUNITY WITH ACCURACY BEFORE SOMEBODY TO EMPLOY YOU" Proving positive in your own work and volunteering jobs sure you will end with success. And also whenever people rise challenge to you try to face the by being strong, confident, and social man one day you will win. Recall these massage from the BIBLE  "JIWE WALILOLIKATAA WAASHI SASA LIMEKUWA JIWE KUU LA UZIMA" But if your working hard all these will happen to you my friend because God is with you.

Now people have seen me and give me the opportunity of being the Monitoring and Evaluation Officer in the Anglican Church of Tanzania-Diocese of Lake Rukwa at Mpanda-Katavi.



TRY MY FRIEND

By Mwakalunde, Charles E.
Rural Sociologist

Sunday, February 10, 2013

HOW TO INHERIT CHILDREN BEHAVIOR




 LEARNING BEHAVIOR AND REVERSE THEORY

Behavior refers to the trait that can be learned or influenced by other people. A person may acquire the behavior from their neighbors (peer groups) inherited by their parents or influenced by the external people.

Behavior is constructed since childhood where there are number of criteria that cause the construction of people’s behavior which may result to normal being or human being. In so doing we can distinguish human and Human being. Human refers to an individual who alive and perform different human function and Human being refers to the individual who is alive and has ability to realize what is bad and good in life. Hence this capacity of realization may lead him or her leave the bad issues and take the good issues and influence to other people to build the harmony community.

CONSTRUCTION OF INDIVIDUAL BEHAVIOR
The behavior can be destructed through the three criteria;

  1. Influenced behavior
These behaviors are adopted by individual through the influence from four main factors; one is peer groups that compose people with the same characteristics, age rate interest and goals. These group may be youths, people with the same professional like doctors, teachers. The second is External influence that behavior is exposed by the outside community. Some of the countries which are very strong mostly influence their behavior to be adopted by other nations.

 According to Karl Marx argue that “The economic Base Substantially determine the Structure of Society”. Hence the country with economic powerful has ability to influence their behavior whether bad or good and weak nations may accept although some may not accept. Example the current behavior advocated last year 2012 by Prime Minister of England Mr. D. Cameroon who said for those nations who will need aid support should engage in marriage of the same sex. This habit is against African culture that’s why Tanzanian government has not agreed with it although some nation has agreed with it.

  1. Learned behavior
Individuals may learn their behaviors from different sources. Such sources are Social institution and social regulations. The function of social institution can not be reached if the social regulations are not strong to guide the community. Examples of the social institution are education, religion, family, economy, politics, peer groups. In other way people call it Agents of socialization.

But the social institutions need the strong functioning social regulations which may be guiding the social institution to perform their function fully. These social regulations involve the values, and norms that each individual should obey and practice. The norms and values are formulated by the community themselves. In Sociological point of view is “Individual producing the community and the community aggregate together to arrange their values, norms and taboos that every individual should fallow and obey”.

Through these social institutions and social regulations people can learn their behavior and produce the community which love each other and mostly think for development of their community. Recall for the Dimension of development that development starts from Individual him or herself, economic development, Political development and the last is Social development.

  1. Inherited behavior
These are behaviors which can be obtained through inheriting to their parents or other relatives. Example the behavior of one of the parents can be inherited by the child copy right. Some parents when taken alcohol tend to close and opening eye frequently where by even the child can inherit and when start taking alcohol do the same.

  1. Integration in some social relation and academic issues
These areas are also makes people to adopt different behaviors, example schools, religions, diplomatic meeting, Medias, sports and games.

HOW PEOPLE DIFFER THEIR BEHAVIORS
People differ their behavior due to the single factor which is Angle of Socialization that the individual is living and socialize. Example the child can have certain home behavior but when socialize with the other social institutions like educations, religion, peer grouped etc may change the behavior and act in different way from his family. Also recall for the generation of 1970s back and to date generations, they differ even thought they are living in the same community. What’s matter is that angle of socialization made the community members to act differently.

TYPES OF BEHAVIOR
In the world we are different people with different nationality, race and ethnicity but we are all human being. Even though we are the same we do differ our behavior from one another. The behavior can be distinguished into three types;




  1. Primary Behavior
These are behaviors which are very small to individual. Example individual can have the habit of greeting each other, disliking school; wearing style etc. these can also be adopted in the social integrations like in schools, diplomatic meeting, sports and game.

  1. Cardinal Behavior
These are behavior that individual can be seen with permanent behavior that mostly are inherited behavior. The individual can inherited from his or her parents or other relatives that it is difficult to change this behavior. Example you can see a man when taken an alcohol tend to close and open eyes frequently, also their children may adopt the same behavior as his or her parents do (Real experienced my relatives).

  1. Secondary Behavior
These are behavior that an individual may have and practice to the society but if there is some influenced force. These are hidden behaviors that it is shown if there will be certain condition. Example a person can be stayed some where, suddenly you insult his mother; it is where you can see his wrath, but if you can’t insult nothing you can see to him or her.

But there are some theorists who also traced about the behavior of an individual on how it is originated. Example is Alfred Adler

Adlerian Therapy is the theory of Adlerian psychology that propounded by Alfred Adler (1870-1937). He was the theorist that lived in very poor life that makes him face with more difficulties and hence start to think about ways to solve the problems. It his life he faced with Rickets disease that made him to be unhealthy. But due to life difficulties, Adler fought to reach good life where he established the theory of Adlerian Therapy that explains running towards success (from inferiority to superiority). Human moving forward fiction goals that think will lead to superiority. The inferiority feeling leads to des encouragement. These des encouragement leads to substance abuse, criminal abuse and also suicide (Adler 1956 p. 156).

MY THEORY

THE LEARNING BEHAVIOR AND REVERSE THEORY
It is the theory of Mwakalunde, Charles E. that obtained through the long term observation in my family and other family in the community of Tanzania.

In overview point of theory is the set of constructed ideas that exist and has critical meaning. The theory tries to look on why children when reach certain level of maturity can recall or not recall for the parents advice; these questions may be asked;

  • ·         Why children when reaching certain level of maturity may change their behavior from family learned behavior to other gang or street behavior (good to bad behavior)?

  • ·         Why some children do not recall for the changing behavior when reaching to maturity age?

  • ·         Why do other parents and guardians do say my children has bad behavior and we can not say any thing to them and true parents doesn’t says anything to their children?

  • ·         What can be the result for the children or people who haven’t taught good behavior or advised for the obedience, respect and love to other people?

  • ·         What do you think could be the results for the people, who even though have bad behavior, still their parents are playing parts to advice about strategies to reach good and advanced life, together with good behavior to the community?


Mwakalunde theory try to answer on the theory of “The Learning Behaviors and Reverse Theory” that states that the children need the advise, love, respect, and guidance where necessary because it will be the gift of the children at future life. There are two sides, one either if the children has good behavior rather need advice of the parents because at the maturity age they will recall for the parents advice and practices to the community and actually build the harmony society.

Two sides is that, the children can have bad behavior like not greeting elders, don’t obeying people, planning to beat the parents, theft, and practice so many crimes, but the parents or guardian should not stay quite rather play their part to make sure that children are advised and recommended in their life. No body has life guarantee rather God knows when and how we will die. So our parents may reach certain age and either die, or face any other physical problem where by children may remain dilemma. This is the juncture that children may start recall far the parent’s advices, strategies that may help them to reach their target goals and hence good life at the future life. But if the children may not get this crucial opportunity regardless of their cruelty, in this juncture they can not be able to recall for the good strategy to handle because the parents didn’t advice for them and hence they will proceed with the same habit that’s because they have no any alternative foe there life development.

In summary, for what will be given to the children since their childhood, is what will be reputed to the future life. That’s why we say The Learning Behavior is what is taught to the children, youths or any other people and Reverse is the results of what you brought to the children that may be helpful to the children at the future time.

Study for this Dialogue that extracted from the children of  the certain family I lived at Tabora Region that what their mother do and practice to her family and community surrounded is what children are revealing to the mass;

Child: …..have you married?
I: Yes…
Child: Is it true
I; Why I you asking for?
Child: You answer us.
I: Yes
Child: During night do you do sexual intercourse
I: (I got shocked!!!!!!!!!!!!!!!!!!!!!!!!!!)……… But I recalled that it is the problem of their mother who most insulting her children, husband and other people, that’s why these children are doing what their mother is revealing to the community. What do you expect for the future days if we can have alike families.

Mwakalunde, Charles E.
Sociology Specialized to Rural Sociology
February, 2013
University of Dodoma-Tanzania


RESEARCH ON WHY MOST GIRLS STUDENTS FAIL IN SECONDARY EDUCATION THAN BOYS STUDENTS


www.mwakalundec.blogspot.com


THE ASSESSMENT FOR SOCIAL AND ECONOMIC FACTORS FOR THE FAILURE OF THE GIRLS STUDENTS IN SECONDARY SCHOOL: A CASE STUDY OF KASHAULILI WARD IN TOWN COUNCEL-MPANDA DISTRICT-KATAVI REGION

 


FIRST DEGREE OF BACHELOR OF ARTS IN SOCIOLOGY

THE UNIVERSITY OF DODOMA
 MAY 2012
 



CERTIFICATION

We, the undersigned certify that I have read and hereby recommended for the acceptance by Dodoma University, a dissertation entitled, The assessment for the Social and Economic Factors failure of girls students in secondary schools. A case Study Kashaulili Ward in Mpanda Town Council, Mpanda District-Katavi Region for accomplishing the course in requirements for the First Degree of Social Science in Bachelor of Arts in Sociology in Dodoma University (UDOM).
Supervisor’s name
PROF; SANTAP SANHARI MISHRA
Supervisor’s Signature
…………………………………………………………






DECLARATION
We, Mwakalunde, Charles E., Mwakibinga, Emmanuel, Mwelela Salama Y. musa Martha, Mushi Julieth.  declare that this Dissertation is our own initiatives and origin whereby it has not presented any Institution for the different or similar degrees.
                                      
        










                            Names of Student                         
1.   Mwakalunde, Charles E        ……………………………………………
2.   Mwakibinga, Emmanuel      …………………………………………….              
3.   Mwelela Salama Y.              ……………………………………………..
4.   Musa Martha                       …………………………………………….
5.   Mushi Julieth                     …………………………………………….

   











ACKNOWLEDGEMENT
We would like to extend our gratitude to those who in one way or another have contributed to the Dissertation Work.
We do thank to our Lord for giving us enough strength that has enable us to work every day.
Here is our gratitude to our families including Mr. Mwakalunde’s family, Mr. Mwakibinga’s family miss Mwelela’s family, Musa’s family and Mushi’s family
We also knelt to our beloved Coordinator Prof. Santap Sanhari Mishra who give the direction to us on how to collect the Informations to the respondents and to organize the information for writing the Dissertation.
My heartfelt thankful to the Department of Sociology and Anthropology under the Collage of Humanities and Social Sciences, School of Social Sciences in the University of Dodoma that  give us the opportunity to conduct the Dissertation that initiate our skills.
I thank to the Higher Education Students Loan Board sponsorship that funded the Dissertation conduct.
With humble we extend the thankful to the teachers who care us as the students in our Organization called University of Dodoma Sociology Student Organization Mr. Nelson Ishengoma and Mr. Said Muya.
We would like to give the special appreciation to our friends of BA in Sociology of University of Dodoma for giving us moral support when we were preparing for the Dissertation conduct and during writing the report.















ABSTRACT
The study addresses the Social and Economic factors which lead to the failure of the Girls’ Students in Secondary schools. The study was conducted in the urban area in the Ward Secondary Schools which are the most faced with the problem of the failure Girls’ Students in Secondary schools.
These schools are found in the Town Council in Mpanda District-Katavi Region in the Kashaulili Ward as the case study that composed of the two secondary schools.
The information were collected from the Students and the teachers in the selected secondary schools that make the total of sixty (60) respondents whereby teachers were two from each school and the students were twenty eight (28) from each school. The study employs the Research instruments such as Questionnaires and Interview (Focused Group Interview, In-Depth Interview,) in collecting the required data from the field of study.
The information has been analyzed through statistical package of social sciences (SPSS)   





TABLE OF CONTENTS
Certification……………………………………………………………………i
Declaration …………………………………………………………………….ii
Acknowledgement…………………………………………………………….iii
Abstract………………………………………………………………………….v
Table of Content……………………………………………………………….vi
List of tables…………………………………………………………………….x
List of Charts…………………………………………………………………….xii
List of Abbreviations……………………………………………………………xiii
CHAPTER ONE…………………………………………………………………1
Introduction………………………………………………………………………1
Background of the study………………………………………………………1
Statement of the Study…………………………………………………………4
Purpose of the Study……………………………………………………………7
Objective of the Study…………………………………………………………..7
Main Objective……………………………………………………………….……7
Specific Objective……………………………………………………………..…..7
Research Questions………………………………………………………………8
Hypothesis of the study…………………………………………………………8
Significance of the Study……………………………………………………….8
Limitation of the Study………………………………………………………….8
Definition of the Key Terms…………………………………………….………9
Girls’ Students……………………………………………………………….……9
Boys’ Students………………………………………………………………….…9
Secondary school…………………………………………………………………9

CHAPTER TWO
Literature Review……………………………………………………………………10
Introduction…………………………………………………………………………..10
Theoretical Frame Work……………………………………………………………15
Functionalists Theory…………………………………………………………...…15
Symbolic Interactionalists Theory……………………………………………….15
Related Theories……………………………………………………………….…….16
Theory of Adlerian ………………………………………………………………….16
Conflict Theory……………………………………………………………………...17
Summary of the Chapter…………………………………………………………..18

CHAPTER THREE
Research Methodology……………………………………………………………..19
Introduction……………………………………………………………………….….19
Research Design…………………………………………………………….……....19
Area of the Study………………………………………………………………...….21
Population…………………………………………………………………………..22
Sample Size……………………………………………………………………....….22
Sampling method and procedures………………………………………..……23
Research Instrument…………………………………………………………..….23
Questionnaire………………………………………………………………………..23
In-depth Interview…………………………………………………………………..24
Focused Group Interview…………………………………………………………..24
Validity and Reliability of Data……………………………………………………24
Data Analysis Plan……………………………………………………………………24
Summary of the Chapter…………………………………………………………….25


                                     CHAPTER FOUR
Introduction……………………………………………………………………………….…..26
Data analysis methods and presentation…………………………..........………….…26
The annual general analysis of performance of the two schools……………………43
Causes of girls failure………………………………………………………………..………44
The bad behaviors of girls students in secondary schools…………………………..45
The effect caused by the increasing of the obstacles to the girl’s education attainment in secondary school…………………………………………………………….46
Possible suggestion to overcome the problem of girls failure………………………...46
Summary of the chapter ……………………………………………………………………..47

CHAPTER FIVE
Conclusion and Recommendations……………………………………………………...48
Introduction…………………………………………………………………………………....48
Conclusion ………………………………………………………………………………..……48
Recommendations…………………………………………………………….………………49
Appendix…………………………………………………………………………………………50
References

LIST OF TABLES
Table1: Level of participation of students in the Senior Secondary Certificate Examination in Ghana in 1994………………………………………………………..……..5
Table2: Level of participation of students in Mathematics and Sciences at the Uganda Certificate of Education (UCE) in 1995………………………………..…………6
Table3: Basic Education Certificate Examination results in Ghana for the period 1990-1993 (as a percentage of the number of either sex participating in examination)……………………………………………………………………………………..13
Table4: Level of participation of students in the Senior Secondary Certificate Examination in Ghana in 1994…………………..………………………………..………14
Table 5: Population size………………………………………………………………….….22
Table 6: The number of sample used for research ………………………..…………22
Table 7: Sex of respondents ………………………………………………………….……27
Table8: Age of respondents ………………………………………………………………..28
Table 9: Time for waking up…………………………………………………………………29
Table10:  The time used by the respondent for personal studies…………………..30
Table11: The parents provide money to their children? …………………….………31
Table12: Level of education of the head of the family………………………….……..32
Table13: Performance of the respondents ……………………………………………...33
Table14: Sex of respondents …………………………………………….…………….…..34
Table15:  Age of respondents …………………………………………………..……..…..35
Table16: Time for walking up every day………………………………………………...36
Table17: Time used by the respondents for personal studies…………..………….37
Table18: Parents provide money to their children……………………….…………..38
Table19: Level of education of the head of the family……………………………….39
Table20: Time for having practical training ……………………………………………40
Table21: Performance of the respondents in annual examination………………..41
Table22: Number of students and their average marks of annual examination of 2011………....42
Table23: The overall grade for both schools……………………………..……………43







LIST OF CHARTS
Bar Graph 1………………………………………………………………………………… 27
Bar Graph 2………………………………………………………………………………….28
Bar Graph 3…………………………………………………………………………………..29
Bar Graph 4………………………………………………………………………………….30
Bar Graph 5…………………………………………………………………………………..31
Bar Graph 6…………………………………………………………………………………..32
Bar Graph 7………………………………………………………………………………….33
Bar Graph 8…………………………………………………………………………………..34
Bar Graph 9… ……………………………………………………………………………….35
Bar Graph 10…………………………………………………………………………………36
Bar Graph 11 …………………………………………………………………………………37
Bar Graph 12………………………………………………………………………………….38
Bar Graph 13…………………………………………………………………………………..39
Bar Graph 14……………………………………………………………………………..……40
Bar Graph 15……………………………………………………………………………………41


ABBRIVIATION
UCE- Uganda Certificate of Education
NGOs- Non Governmental Organizations









CHAPTER I
1.0 Introduction
The study explains and describes the Assessment for Social and Economic factors that Affecting Girls Performance in Secondary schools. In the study there are established Problem statements, Objective of the study, Research question, theoretical framework and the Methodology. Also the studies explain on the significance and rationality of the study by examining the stimulus that based into social and economic stimulus that cause girls failure in secondary schools than boys students.
 1.1.0 Background of the problem
 The problem of girls failure in secondary schools has been traced since colonial period when in our country there are schools which were owned by the colonialists and children which has been chosen to get education in these schools were only boy Childs who were sons of chiefs. For example; Mirambo boys in Tabora region.
The problem of girls failure in our country developed even more after independence, many schools was build up but was mostly for boys children, for example, these schools was like Songea boys in Songea region, Kigonsela in Songea Region, Iyunga boys in Mbeya region, Kantalamba in Rukwa region, Tosamaganga Secondary School in Iringa Region and Pugu secondary in Dar es Salaam region. Since that period of independence girls were less considered in education to compare with boys children, also shortage of secondary schools, early marriages for girls for the sake of securing a goal of dowry, a prevalence of unwanted pregnancies, the need for girls to help mothers with home stead domestic chores and parental passiveness cultural suspicions and fear of effects education will have on their daughters.
According to Ramadhan Kupaza, the Arusha times 20th December 2011 before independence for example the British government established education tax that aimed at facilitating education requirements including the teaching and learning facilities. However it should kept in mind that at the time few African get into school but many European and Indian students were capable of paying the fees and other school requirements
After independence there was no much problem with the teaching and learning facilities as many schools were those left by whites and other schools that were established after independence were most aided by former colonial masters and efforts made the community in contributing education improvement, so that is to say even though they faced some problems, the problem of teaching and learning facilities was not great problem. And actually many of them performed very well and as it has to be considered that after independence the education system included formal ( that inherited from European)  self reliance instruction “mafunzo”. For instance many of the teaching and learning facilities were found at schools and students were given all the requirements at school and those facilities were kept at schools.
At the end of 1980s Tanzania government has entered into economic hardship that was unable to provide all the services to its community. In fact the population was also increasing as well as their demand thus there was a need to increase number of schools to the meet the demand of its people in education aspect. Government was the sole supplier of text book and other teaching and learning facilities to government secondary schools but after tracked into economic hardship Tanzania had to accept the Structural Adjustment Program that came with some condition including the policy of cost sharing that demanded charges of the service to the members of the society, however majority were incapable to provide the cost required thus leads to inequalities in accessing the teaching and learning facilities among schools and individual students
As the population grows, there was excess demand of education service that forced government to allow private schools and encourage community to build community school known as “Shule za Wazazi”  For example of such schools is Sangu secondary in Mbeya and these were found almost in all regions of Tanzania. However the efforts succeeded in accomplishing the physical facilities especially classrooms, but there was shortage of text books, laboratories  and sometimes individual student lack schools requirements like exercise books, pen, a ruler and alike, however shortage of teaching and learning facilities was a challenge to student since a time.
Unfortunately in (1996) it was found that the student performance was declining especially in science subjects  and data from the  National Examination Council of Tanzania (NECTA) for the period 1994-2005 shows that performance in most of the subject is poor, but those of mathematics and physics were comparatively poor, hence the stakeholders, government and education ministry conducted researches to sort out the reason for the poor performance in many government secondary schools; among of the reasons that were identified are shortage of teachers, un conducive learning environment, inadequate teaching and learning facilities
The government introduced ward community secondary schools in 2007, teaching crash program 2005, and SEDP 2004 as effort to improve the secondary education but still the problem of having poor Performance in our government secondary schools is still existing The survey done by LHRC in 2010 shows that performance in most government secondary schools decline by 11.2% due to inadequate teaching and learning materials, lack of modern and adequate school infrastructure and lack of teachers
Up to day the problem of girls performance in our country it is still there although our country it’s trying much to build schools which are for both girls and boys but the problem of girl performance it is still low to compare with boys performance, for example according to Dr Rita T. Torto, shows the different of performance between girls and boys from 1993 1996 the percentage of the boys scoring Grade A was between 0.1%  to 1.8 and although this is poor , it is still high than that of girls which was in the range of 0.0% to 0.3%. If Grade D and F are considered as failure, than 28.1% of boys and 38.0% of girls failed in the Dar es Salaam. This is the reason we decide to conduct research on this topic.
1.2.0 Statement of the problem
The problem of poor girls performance has been also traced worldwide for example In Portugal the rate of failure of the girl’s students is affecting the social situation because the female are seemingly to be very important in the human life expansion. The problems were put forward by the students themselves that the students do not think about the future life in the scientific-technological society. For example the analysis of the perceptions of the factors of academic failure among grade-ten, science-tracked students. Students from eight schools in southern Portugal (N=346) participated in the study. The major factors of failure in 10th grade science courses, according to students, are quality of teaching and previous student preparation. One third of the students did not think that secondary science education prepared them for life in a scientific-technological society (Jesuína M. B. Fonseca at al, 2006).
Also in Africa the problem has played the big part where most of the girls’ students are failed and consequent they are dropping out and fail to continue with the farther education. The community, home and school based factors are the main factors that contribute to the failure of the girls students especially to the science subjects. Example of the home factors are family size, house hold income, parents education, culture, traditional belief that leads to the poor performance of the girls students and result to the drop out of the students. Example in Ghana
Table1: Level of participation of students in the Senior Secondary Certificate Examination in Ghana in 1994.
SUBJECT
BOYS
GIRLS

No. Students
percentage
No. Students
percentage
Biology
291175
55.8%
230348
44.2%
Chemistry
106459
64.2%
59368
35.8%
Physics
101328
65.0%
54651
35.0%
Source: Torto, 1995
Table2: Level of participation of students in Mathematics and Sciences at the Uganda Certificate of Education (UCE) in 1995.
SUBJECT
BOYS
GIRLS
 Physics
 16474(70.5%)
6907 (29.5%)
Mathematics
34985(60.8%)
22540(39.2%)
Biology
31288(59.7%)
21154(40.3%)
Chemistry
16177(63.2%)
9427(36.8%)
Add Mathematics
125(92.6%)
10( 7.4%)
Agriculture
17840(65.6%)
9359(34.4%)
Technical Drawing
492(92.3%)
41(7.7%)
Source: Torto, 1995
In Tanzania also the problem is the same comparing to other countries and worldwide in general. For example, though no study has so far been able to extract marginal products of female or male labour from estimated aggregate production or cost functions and comparing their respective returns to schooling, household surveys and censuses have done so. The conclusion of many empirical studies is that “child development depends more on increased schooling of the mother than increased schooling of the father”. The development of the child includes health of the child, schooling and productivity in adulthood (Schultz, 2002).
Also according to the research in Nsemulwa secondary school and Kashaulili Secondary school in Mpanda district in Town Council have shown that more causes is due to the nature of the families such as single parent family, overworking at home, distance from school that gives difficulties to girls and result to influence behind to bad behaviors, poor influence of the parents to support the education for the girls students, hunger for students from morning to evening at 2:30 pm.
1.3.0 Purpose of the study
The only purpose of the study is to develop the self knowledge (basic research) by looking on the forces behind on social and economic stimulus that makes the girls students to fail than boys students in secondary schools as the juncture of knowing on how to correct data and be able to write the dissertation report that will make easy for the future research attempt in correct and very accurately data.
1.4.0 Objectives of the study
1.4.1 Main objective
To examine the social and economic factors which stimulates the failure of the girls’ students in secondary schools than boys’ students?
1.4.2 Specific objectives
·         To examine the bad behaviors of girls students in Secondary Schools or at their homes.
·         To examine the advantages for the girls students education in social and economic life
·         To examine the effects of the failure of the girls students in secondary school in social and economic life
·         To examine the solution to overcome the problem of girls failure in secondary schools.
1.5.0 Research questions
·         Do you have any practical or study tour at your school?
·         What do you think are the reasons for the failure of the girls’ students at secondary schools?
·         What are the bad behaviors of the student when they at school?
·         What are the bad behaviors of girls students when they at home?
·         What can be the possible solution for improving the performance of the girls’ students in secondary schools?
1.6.0 Significance of the study
The significance of the study is to understand what are the social and economic reasons for the girls failure in secondary schools to compare with boys students and what are the problems which girls are facing in the academic arena, and also to come up with measures which can help to overcome these problems which are facing girls students in secondary schools.
1.7.0 Limitations of the Study
In our study even though we succeed to conduct the research, we faced a lot of setbacks such as, time constraints and shortage of money that was the major striking limitation to the researchers, that’s why data has been collected in only two secondary schools which are Kashaulili secondary school and Nsemulwa secondary school in Mpanda Town Council, in Mpanda Districts-Katavi Region.
Also we face the problem of poor response of the respondents especially to some of the teachers such as academic teachers who fear for the conveniences with the top administrative teachers like Headmistresses, second masters and the school boards.
1.8.0 Definition of the Key terms of the study
1.8.1 Girls’ student refers to the people belonging to male sex that can undergo reproductive systems by producing the babies or eggs who are studying in secondary schools.
1.9.2 Boy’s students refer to the people belonging to male sex that can undergo reproductive systems but cannot give birth or eggs, who are studying in secondary schools.
1.8.3 Secondary schools refer to the area of study that concern with students whose aims are to gain the additional knowledge either natural or social world knowledge in earning the standard to overcome problems in their community.






CHAPTER II
Literature review
2.0 Introduction
The problem has also discussed by the number of scholars into journals, books, and researches on the same title to the extent that exemplify the existence of the problem in our social life. These writers have also shown the importance of the girl’s education in the social life and the main causes of girl’s failure.
According to Jesuína M.B. F (2006): Secondary Students Perceptions of Factors Effecting Failure in Science in Portugal, Volume 2 Pp. Portugal high rates of failure in secondary level classes are a problem worldwide. Effective teaching and efficient management of schools requires information as to the causes of failure. One approach to acquiring this information is to improve our understanding of what the students themselves perceive as the causes and antecedents of school failure. According that article, we analyze the perceptions of the factors of academic failure among grade-ten, science-tracked students. Students from eight schools in southern Portugal 346 people participated in the study. The major factors of failure in 10th grade science courses, according to students, are quality of teaching and previous student preparation. One third of the students did not think that secondary science education prepared them for life in a scientific-technological society.

According to Paul S. T (2002) "Why Governments Should Invest More to Educate Girls," World Development, Elsevier, vol. 30(2), pages 207-225 summarizes empirical evidence by a number of studies on the rationale for disproportionate allocation of public expenditures towards women’s education. Though no study has so far been able to extract marginal products of female or male labour from estimated aggregate production or cost functions and comparing their respective returns to schooling, household surveys and censuses have done so. The conclusion of many empirical studies is that “child development depends more on increased schooling of the mother than increased schooling of the father”. The development of the child includes health of the child, schooling and productivity in adulthood.
According to Torto Rita (1995) Extra Curricular and Out of School Factors Affecting Girls Participation and Performance in SMT Subjects (Home/Community Factors; Distance from School; Safety; time use .Pp- DEA Africa) governments in many parts of Africa are aware of the benefits of female education. Education of females has a profound effect on national development as lack of their education has been linked to low birth weight, poor health and high mortality rates in children, high fertility rates, poor family nutrition, low life expectancy, poor sanitation and high illiteracy rates. The socio-economic importance of female education can thus not be over emphasized.
Efforts to boost female education have been made by governments, international organizations and Non Governmental Organization (NGOs). However, there is still a gender disparity in education. Females still have low access to education, low participation and poor performance in many subjects, especially Mathematics and Science subjects. Many factors which are home, community and school based, continue to restrict developments in female education. Research has shown that factors within the classroom are not the only cause of gender imbalances in education and that home based factors which include family size, household income, parents’ education, cultural and traditional beliefs all contribute substantially to poor female enrolment in school. Girls are pulled out of school and boys left in school when the family income dictates that all children cannot be educated. Girls miss school when there are chores to be done at home or there is a sick family member to nurse. Girls are taken out of school when they mature to prepare them for marriage or to help supplement the family income by selling, farming or performing other money earning activities










Table3: Basic Education Certificate Examination results in Ghana for the period 1990-1993 (as a percentage of the number of either sex participating in examination).
GRADE
Mathematics
Science
Life Skills
Tech. Skills
Tech. Drawing

Girls    Boys
Girls Boys
Girls    Boys
Girls  Boys
Girls   Boys
 Excellent
(1)
 2 -3.5    3-6

 2-3       4-5

 2.3-3.8      1.6-3.4

 2-4    2-4

 2-3       1-4

 Strong
(1-3)
 11-15  13-17

 12-17     13-16

 - -

 - -

 - -

 Credit level
(1-6)
 28-42   28-36
 27-40   26-34
 29-38        25-35
31-42  24-31
 31-37     25-31
Source: Torto, 1995
The above results indicate that up to 6% of boys and 3.5% of girls obtained Grade 1 in Mathematics. For both this grade and the strong grades, the boys had a very slight edge over the girls. Although the strong grades for both boys and girls in Science were similar, the boys again did slightly better than the girls in the excellent grade. The percentage passes to credit level in BECE Science from 1990-1993 declined from 39.4 to 26.6 for girls and from 34.2 to 25.7 for boys. In the three technologies related subjects listed, girls did better in passes to credit level and at the lower limit but had comparable grades to those of boys with the excellent grades.
Table4: Level of participation of students in the Senior Secondary Certificate Examination in Ghana in 1994.
SUBJECT
BOYS
GIRLS

No. Students
percentage
No. Students
Percentage
Biology
291175
55.8%
230348
44.2%
Chemistry
106459
64.2%
59368
35.8%
Physics
101328
65.0%
54651
35.0%
Source: Torto, 1995
For the case of Tanzania, the report from Tanzania indicates a general poor performance for both sexes as a result of a very poor foundation, the situation is worse for girls. From 1993-1996, the percentage of boys scoring Grade A was between 0.1%-1.8% and although this is poor, it is still higher than that of girls which was in the range of 0.0% to 0.3%. If grades D and E are considered as failures, then 28.1% of boys and 38.0% of girls failed in the Dar es Salaam region alone
2.1.0 Theoretical Framework
In dealing with the study, there are two suitable theories which could be more applicable so as to bring the valid and more accurate in guiding through doing the study (research). These theories are Functionalist Theory and Symbolic Interactionist Theory
2.1.1 Functionalist Theory
Functionalist Theory is the suitable because it will be helpful in guiding to examine the role of the family, education and its components such as teachers and other stakeholders in shaping the individuals in the community. Example in education we believe that “function performed by education work is to maintain the stability and smooth operation of the societies and among the most important function are transformation of cultural behaviors, social integration, creation of knowledge and technology, and effective role of occupation” (Thomas, W. La Verne) These may change the altitude of the parents and other community members positively towards girls’ students by giving them moral behaviors in education studies.
2.1.2 Symbolic Interactionalists
The theory shows the understanding capacity of the individuals in schools through communication action. The theory guide that every individual has his or her own understanding to their origin language like Kiswahili in Tanzanian schools, hence the students will be aware on the language they use in their studies where they could be able in attaching the meaning of  their words to create the understanding (social action[1]).
According to the George H. Mead argue that the theory focuses on social interaction and related concepts of self awareness or reflexive thinking symbols and negotiated order.
2.2.0 Related theory
2.2.1 Theory of Adlerian
It is the theory that propounded by Alfred Adler (1870-1937). In his theory of Adlerian psychology he argues that every individual is running toward the success (from Inferiority to superiority). Human are moving forward fiction goals that they think will leads to superiority. The inferiority feelings lead to discouragement. These discouragements may leads to the substance abuse, criminal abuse and also suicide. (Adler, 1956, p. 156)
To combat these problem Adlerian counselors seeks to help the client lead to socially useful life style. These useful lives means that mentally healthy individual are parts of the mainstreams characterized by their successfully meeting the challenge of the primary Adlerian life tasks of society or work (Adler, 1958, p.239-51), spirituality and one’s self (Dreinkur and Mosak, 1967).
This theory relate to the study that the students are fighting getting chance to reach the successful life but they face the obstacles that setback their efforts toward gaining education and improve their pass marks. So these students need the self effort and the extra efforts from the family, members of the societies and the government in initiating the reduction or eradicating the failure of the girls’ students in secondary schools.
2.2.2 The Conflict Theory
According to Karl max (1818-1883) this theory emphasizes the existence of opposing forces in the life of individuals, groups, social structures and society in general. This theory view human society as a collection  of competing interests groups and individuals each with their own motives and expectations, assumptions of this principle is underlying this theory that all members of the society do not have the same value, interests or expectations they vary according to ones position, privileges, ability, class and wealth. So according to this theory individual within the society they do not share the same interest, value and interests, in the society there is humiliation of same groups like women.
Also the theory emphasis on the Social Development that development is for the society and then resources contrary to Milner who argue the development start from the resources and then society. It is related to the study that the girls are to be educated on their biological and social being and the effects so as to be aware with social life after then give them the possible resources to control because she or he can be aware to transform them into productive.



2.3.0 Summary of the chapter
The chapter has shown the problems from the International level, African continental level, Tanzania and consequently in the field study at Katavi Region, Mpanda District, Town Council, the case study Kashaulili Word.
Also the theories has shown the guide lines which have give direction toward dealing with the problem of failing of the girls’ students in secondary school and show the related solution to the problem the can be attain such as giving the girls students the critical support to earn their performance.   











CHAPTER III
Research Methodology
3.0 Introduction
The study employed field research as the method to obtain primary data. The methods were reliable for the study to come up with the key reasons, effects and the solutions of the failure of the girls’ students in secondary schools. The study compose of the area of the study, research approach, research design, population, sampling method and procedure, data collection method and instrument and data analysis plan.
3.1.0 Research design
Research design refers to the plan that specify the population to be studied and the method of data collection. Researchers enable to choose the design that best enable them to address research question at hand (Smith 1991).
The formidable problem that follows the task of defining the research problem is the preparation of the design of the research project, popularly known as the “research design”. Decisions regarding what, where, when, how much, by what means concerning an inquiry or a research study constitute a research design. “A research design is the arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in procedure.”In fact, the research design is the conceptual structure within which research is conducted; it constitutes the blueprint for the collection, measurement and analysis of data. As such the design includes an outline of what the researcher will do from writing the hypothesis and its operational implications to the final analysis of data (Kothari C.R, 2004).
In our study is about what are the social and economic reasons for girls’ failure in secondary schools. The study has been made due to the increase failure of girls  in secondary schools, in our country, Africa and the world in general, the study conducted in Town council-Mpanda district on two secondary schools which are; Nsemulwa secondary school and Kashaulili secondary school.                            
The data which needed was the social and economic factors which led to girls’ failure in secondary school in our country. And these data has been found in two secondary schools that is; Nsemulwa secondary school and Kashaulili secondary school which are located in town council -Mpanda district. Also our study takes two weeks in collection of data and two months in the analysis of data.
Targeted population was 60 respondents who were obtained through taking randomly sampling for students and systematic sampling for teachers. The collected data has been collected through several way or methods including questionnaire which was close and open questionnaire, interview which was in-depth interview and focused group interview.
Data are analyzed and presented through statistical package of social science (SPSS).



3.2.0 Area of the Study
The study was conducted in Mpanda District that found in the zone of Lake Tanganyika that involves Rukwa Region, Katavi Region and Kigoma Region. Mpanda district is characterized by the dominant tribe of Bende and other migrant tribes such as Fipa from Sumbawanga, Nyamwezi from Tabora and Sukuma tribe from Shinyanga. In the case study of Kashaulili Ward that composes of Kashaulili Secondary School and Nsemulwa secondary School in Town Council at Mpanda district. There are almost ten secondary schools where as there are two private schools and the rest are government schools.
According to District Executive Director 2011, Mpanda District was established about 1947during the British colonial rule. It has the magnitude of square km.47, 527 and 1000-2500 miters from the sea level. It is found in the Latitudes 50,150 South and 70,030 South of equator and Longitudes 300,310 East.
Panda District is sharing the common border with the Urambo and Sikonge Districts in North-Eastward, Nkansi District in South-East ward, Chunya District in Eastward, and Northward share border with Kigoma and in Western ward is sharing border with Democratic Republic of Congo.




3.3.0 Population
The total populations of the student at Nsemulwa Secondary school are 315 and the teachers are 15. Also at Kashaulili secondary school there are 340 students and 16 students.
Table 5; population size
Name School
NO. STUDENT
NO. TEACHERS
Nsemulwa Secondary School
315
15
Kashaulili Secondary School
340
16
Source: from the field.
For those who used as the sample can be presented in the table below;
Table6: Showing the number of sample used for research
School
Category
Number
Percentage

Nsemulwa Secondary School
Teachers
2
13.3
Students
28
8.8

Kashaulili Secondary School
Teachers
2
13.3
Students
28
8.2
Source: from the field.
3.4.0 Sample Size
The study has taken the population of sixty (60) people in the two schools (Nsemulwa Secondary school and Kashaulili secondary school) whereby has been classified as follows. There were two teachers from each school such as Discipline masters from each school and Academic masters from the same schools that administered for In-depth interview.
Also thirteen (13) students were used from each school for focused group interview, then fifteen (15) students from each school who also administered for close and open questionnaires that bring the total of sixty sample sizes.
3.5.0 Sampling method and procedures
Systematic and Randomly Sampling were employed, where by systematic sampling used for teachers such as academic master and discipline master for each school aiming to obtain deep and accurate information about the study. Also randomly sampling has been employed for the students where by 15 from each school were selected for questionnaire and 13 for focused group interview from each school. This was done in order to obtain correct and accurate information and to reduce biasness among the students.
3.6.0 Research Instruments
These are the techniques and methods which employed when collecting data in the field of study of Kashaulili Ward, Mpanda District.
3.6.1 Questionnaire refers to the list of questions that given to the people who are surveyed or respondents. These questions are prepared and written down (structured) where respondents fill them (answer) and then back to the researcher (Thomas, Lavene W. 1982).
3.6.2 In-depth interview refers to the methods of data collection that involve people with more accurate knowledge and skills about the study and they have experience with the social situation or context.
3.6.4 Focused Group Interview refers to the method of data collection that involves the group of people with the same interest, attitudes, goals, who may give the accurate data of the study.
3.7.0 Validity and Reliability of the Data
Validity is the appropriateness meaningfulness and usefulness of the specific inferences made from test score. We usually measure what we intend to measure.
Reliability refers to the consistency of the score such as an instrument’s ability to produce approximately the same score for an individual over repeated testing or across different raters.
Hence the intention of my field work conduct that was exactly reached where by intended sixty (60) respondents were all reached and cooperated fully in providing the validity of data. And also the information gained is most pure and reliable that collected from the field (direct from the respondents) that even if other researchers could do the same will exactly gain the same answers as what I received.
3.8.0 Data analysis plan
The analysis of the study comprises of the Qualitative Analysis through the interviews and the open ended questions in questionnaires, and also the Quantitative Analysis through close ended questions in questionnaires.
3.9.0 Summary of the Chapter
The Research Methodology has employ the case study of Kashaulili Ward that will represents the other students on the problem of why girls’ student fail in secondary schools with suitable methods and techniques such as interviews and Questionnaire which bring the qualitative and the quantitative Informations concern with the problem.













CHAPTER IV
Data Analysis and Presentation
4.0       Introduction
The study is conducted so as to examine the main causes for the failure of the girl’s students in secondary school, also to understand their bad behaviors and its impact and to come up with the solution which will help to overcome the problem of girl’s failure in secondary schools. Data are collected into two forms such as secondary data and the primary data.
These primary data are obtained direct from the field that involved the use of Questionnaires and the Interview questions which is Focused group and in depth Interview so as to obtain the accurate Data.
4.1.0 Data analysis and presentation.
Data are analyzed and presented through Statistic Package of Social Science (SPSS)
The following are quantitative analysis of data gathered in Nsemulwa Secondary Schoo1.




Table 7: Sex of respondents
N
Valid
15
Missing
0

Sex of respondents


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
Male
8
53.3
53.3
53.3
Female
7
46.7
46.7
100.0
Total
15
100.0
100.0

The study composed of both sexes (male and female) whereby male were 53.3% and female were 46.7%



Table 8; Age of respondents
N
Valid
15
Missing
0

Age of respondents


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
11-15
6
40.0
40.0
40.0
16-20
9
60.0
60.0
100.0
Total
15
100.0
100.0

The age of the respondents are relying on the range of 11years to 20 years. The range of 11-15 years is 40%, and the range of 16-20 years is 60%   that exceed respondents of 11-15 years for 20%.


Table9: Time for waking up everyday
N
Valid
15
Missing
0


Time for waking up everyday


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
6:00am
12
80.0
80.0
80.0
7:00am
3
20.0
20.0
100.0
Total
15
100.0
100.0


Most students do waking up very early in the morning a thing which shows that they attend the class in required time. Our statistics shows that 80% of the respondents wake early at 6:00 am although the rest 20% waking up at 7:00 am that probably can become late at school.




Table 10: Time used by respondent for personal studies
N
Valid
15
Missing
0


Time used by respondent for personal studies


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
1 hour
3
20.0
20.0
20.0
2hours
10
66.7
66.7
86.7
3 hours
1
6.7
6.7
93.3
Others
1
6.7
6.7
100.0
Total
15
100.0
100.0


The statistics shows that most of the students do use two hours for personal studies who range to 66.7%, 20% use one hour and the others who use more than two hours are ranging to 6.7%





Table 11: Are parents provide money to their children
N
Valid
15
Missing
0


Are parents provide money to their children


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
Yes
3
20.0
20.0
20.0
No
12
80.0
80.0
100.0
Total
15
100.0
100.0


Most of the students about 80% are not provided money by their parents to spend when at school as the result they didn’t get food for the whole day to initiate the concentration in their studies. Also very few, about 20% are given the money to spend in school.
                





Table 12: Education level of head of the family
N
Valid
15
Missing
0


Education level of head of the family


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
None
3
20.0
20.0
20.0
Standard seven
6
40.0
40.0
60.0
Form four
2
13.3
13.3
73.3
Form six
1
6.7
6.7
80.0
University
3
20.0
20.0
100.0
Total
15
100.0
100.0


Most of heads of the families have low level of education where by 40% of the heads of the families reached standard seven, the heads of families who have no education takes about 20% resemble to the Heads of the families reached University. But the rest like 6.7% reached form six and 13.3% of the head of the families reached form four.


Table13: performances of the annual examination
N
Valid
15
Missing
0


performances of the annual examination


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
B
1
6.7
6.7
6.7
C
8
53.3
53.3
60.0
D
6
40.0
40.0
100.0
Total
15
100.0
100.0


Most of the respondents about 53.3% get average of C, 40% takes average of D and the rest 6.7% get average of B.


The following are also the quantitative analysis of data of Kashaulili secondary school
Table 14: Sex of respondents
N
Valid
15
Missing
0

Sex of respondents


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
male
7
46.7
46.7
46.7
Female
8
53.3
53.3
100.0
Total
15
100.0
100.0

The study composed of both sexes (male and female) whereby male were 46.7% and female were 53.3%
Table 15: Age of respondents


Age of respondents
The time for sleeping at home
N
Valid
15
15
Missing
0
0

Age of respondents


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
11-15
5
33.3
33.3
33.3
16-20
10
66.7
66.7
100.0
Total
15
100.0
100.0


The most of the respondents involve in data collection their year’s ranges to 11-20 where by 66.7% has 16-20 years and 33.3% has 11-15 year.

Table 16: Time for waking up everyday
N
Valid
15
Missing
0


Time for waking up everyday


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
6:00am
12
80.0
80.0
80.0
7:00am
1
6.7
6.7
86.7
8:00am
2
13.3
13.3
100.0
Total
15
100.0
100.0


Most of the respondents arrive to school very early where by about 80% wake up at 6:00 am and the rest do waking up very late at 7:00am and 8:00am that make of 6.7% and 13.3%.




Table 17: Time used by respondent for personal studies
N
Valid
15
Missing
0


Time used by respondent for personal studies


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
1 hour
4
26.7
26.7
26.7
2 hours
8
53.3
53.3
80.0
3 hours
2
13.3
13.3
93.3
Others
1
6.7
6.7
100.0
Total
15
100.0
100.0


Most of the students about 53.3% use two hours for the personal studies where by 26.7%use one hour and the rest use more than two hours in their personal studied.




Table 18: Are parents provide money to their children
N
Valid
15
Missing
0

Are parents provide money to their children


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
Yes
3
20.0
20.0
20.0
No
12
80.0
80.0
100.0
Total
15
100.0
100.0


About 80% of the students are not provided money to spend during class hours and the rest  20% are given the money as the result the capacity thinking of students decrease especially for the day lessons.




Table 19: Education level of the head of the family
N
Valid
15
Missing
0


Education level of the head of the family


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
None
3
20.0
20.0
20.0
Standard seven
6
40.0
40.0
60.0
Form four
3
20.0
20.0
80.0
Form six
1
6.7
6.7
86.7
University
2
13.3
13.3
100.0
Total
15
100.0
100.0


About 40% of the heads of the families of respondents have reached standard seven, 20% of the respondents their education  level are laying in None and form four, whereby the rest take about 13.3% for University and 6.7% for form six.



Table 20: Time for having practical training


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
None
3
20.0
20.0
20.0
Once
9
60.0
60.0
80.0
Two times
2
13.3
13.3
93.3
three times
1
6.7
6.7
100.0
Total
15
100.0
100.0


It has discovered that about 60% argue that they attend practical training and tours once.

Table 21: Performance of the respondents in annual examination
N
Valid
15
Missing
0


Performance of the respondents in annual examination


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
B
3
20.0
20.0
20.0
C
5
33.3
33.3
53.3
D
7
46.7
46.7
100.0
Total
15
100.0
100.0


The average of performance is very low for the students whereby only 20% got B in annual examination, and the rest increase in average of D and C, that 46.7% got D and the rest got 33.3%.


4.1.5 General Analysis
 The general analysis for quantitative data on the general results of the Annual Examination of the both schools (Nsemulwa Secondary School and Kashaulili Secondary School) is as follows;
Table22: Number of students and their average marks of annual examination of 2011

Schools names
Number of students and their average marks of annual examination of 2011

Nsemulwa Secondary School

Students
A
B
C
D
F
Total
Boys
-
1
5
2
-
8
Girls
-
-
3
4
-
7
Kashaulili Secondary School
Girls
-
-
4
4
-
8
Boys
-
3
1
3
-
7
                                                                         Total number of students
30










Sources: from secondary school students
The total students who administered questionnaires for both schools are 30 where by 15 are girl and other 15 are boys with their results where by Girls are showing poor results compare to the boys students in both school that no any girl who has got average of B but there is single boy in Nsemulwa secondary school and three boys got B in Kashaulili secondary school. Also the number of girls has shown increasing in number in getting average of D.  
Table 23: The overall grade for both schools (Nsemulwa secondary School and Kashaulili Secondary School)
Average Grade
A
B
C
D
Total
Number of Girls
-
-
7
8
15
Number of Boys
-
4
6
5
15
Source: From the field
The report shows that girls are increasing in number in average of D and C where by girls are 8 and boys are 5. The averages of C are 7 girls and boys are 6 and grade B there isn’t girls while boys are 4 out of 30 respondents, a thing which verify our study.
The qualitative data are to be analyzed through Content Analysis on specific study concern with the poor performance of the girls in secondary school.
4.2 The causes of the girls’ failure in secondary school
The respondents argue on the absence of the hostels as the main cause of the girls failure at secondary school because absence of hostels can lead to the street temptation that cause early sexual relation, more working  hours when at home, mob psychology, Drugs abuse related to the scholar Desirae M. Domenico (2007) who argue that Adolescent pregnancy in secondary schools in America are influenced by the child sexual abuse and family structure such as parental rejection and affection by diseases
Also the sexual relation of the student with their teachers leads to poor attention of the students when at the class when the teacher is teaching and the effect of the globalization to the Tanzanian culture such as the communication media like Internet and televisions where most of the people including girls are tempted to view the pornography films.
The poor awareness of the parents on the importance of the girls education to the families and the society in general. Also in some families the children are left alone with their parents at home and go to the farm which is far from the home where the girls’ children face more challenge that may make them to engage in sexual relation due to hardship of life.
 The teachers commented that the absence of the laboratory for the doing the practical training that is very helpful for the student cognitive capacity building and improve the performance. Also the changing of the curriculum without provision of the training to the teacher so as to earn the handling of the teaching patterns towards the students.
Poor commitments of the students when are in class and poor foundation of the students in English language that cause them not be familiar with the lessons which are taught in English Language.

4.1.3 The Bad Behaviors of the Girls Student in Secondary School
The report shows that out of 30 respondents mention the bad behaviors of the students at home or at schools which are Laziness, Prostitution and Absence during class hours where by 76.7% said students are lazy, 76.3% said students are prostitute and 53.3% students are absentees during class hours.
4.4 The Effects caused by the Increasing of the Obstacles to the Girls’ Education Attainment in Secondary School.
The causes above can lead to the following results such as dropout of the girls due to the early pregnancies, increase of the family hardship due to the increase of the family children who has no their father in the family, and increase of the girls who have no education in the society even though they are preferred as the most wanted and helpful in the society in family behavioral building and the society in general. It is related to the scholar Monica Grant (2006) who explain that adolescent mothers are increasing due to the early marriages in schools especially in Sub Saharan Africa that cause the girls to dropout in schools
4.5 The Possible suggestion to overcome the problems of girls’ failure in secondary schools
The only solution of the problems as analyzed by the respondents are like building of hostel to escape from street temptation, discouraging overworking at home, also the parents to be near their children by teaching the good morals on referring to the importance of education.
The school are introduce the English speaking program and Morning talk so as to improve the English speaking and understanding to the student. The other thing is the teachers stopping insulting the girls student because in increase the fairness among the girls when the teacher concern enter the class. 


4.6 Summary of the Chapter
Due to the causes of the problem and the effects to the most of the girls’ students the most solution insisted that can make the free from studies is building the Hostels because they can be accessing food fully, they may escape from the street temptation, overworking at home as the solution to overcome the problem of failing of the girls’ students.













CHAPTER V
CONCLUSION AND RECOMENDATIONS
5.0 Introduction
In this section there is overall analysis of the whole research conduct on the genesis, stimulus, effects and the solution of the problem of girl’s failure in secondary school on undertaking way forward on improving girl’s results in secondary schools. Also the section shows the number of References and Bibliography that used in getting knowledge on the study.
5.1.0 Conclusion
Failure of girl’s students in secondary schools is the wide problem, where girls in the whole world are facing the problems because most of girls are not getting education and others are ending on the low level of education to compare to boys. These situations lead the shortage of the intelligent girls or females in performing the social, economic and consequently political activities to earn their life.
Girl and female are most important ones in development of any society, either in behavior building to their kids, performing economic activities like agriculture activities, livestock husbandry and home based activities which are most done by the girls and women. For more advancement of the female life we should start since childhood to adult by giving them education which is not segregative in age, gender or race so as to increase the educated girls in our society for the sustainable development of our entire society in all aspects of life such as social, economic and political aspect of life.
5.3.0 Recommendations
According to our research we realize that effort should  be taken in order to decrease the social and economic problems which are facing girls students in secondary schools, first of all girls students attitude should be changed on understanding the importance of education on their lives, also the government should build many bolding secondary schools with enough facilities and qualified teachers in order to accommodate the number of girls students in the country, this will help much the performance of girls students because they will be free with their studies rather than if they were at home where they face a lot of challenges when they on their way to school and on their way to home.
Also parents and teachers they have to give girls student the chance to express themselves on what they thing will be better for them on order to improve their studies, fathers and mother they have to sit with their daughters by talking to them and listening to them. Teachers they should encourage girls’ student that they can do as boys do this will help to cut the ideologies which girls have towards their sex.
Girls should be given a chance to have private studies wherever they want to go as boys’ students instead of giving them a lot of job to perform at home, this will help them to expand their thinking and to have a good ability in their studies like boys students.



APPENDIX
Questionnaires to be administered for the students in Secondary School in Mpanda District: A Case Study in Town Council Mpanda District-Katavi
The purpose of the study is purely Academics in nature. The information given by the respondents will be kept secretly.
A.   General Information
1.   Full name…………………………………………………………………………
(Put tick for appropriate answer).

2.   Sex, male [     ], Female [    ]
3.   Age
a. 11-15[    ]                                         b. 16-20[    ]
c. 21-25[    ]                                         d. 26-30[    ]
e. If any mention……………………………………………………………………
     4. Where are you coming from (locality)…………………………………………
     5. What is the school name…………………………………………………………
     6. In which form are you?
            a. Form I             [    ]                                      b. Form II [    ]
            c. Form III        [    ]                                         d.  Form IV [    ]
            e. If any mention………………………………………………………………

B. Social and Economic Information
(You can opt multiple choices)
1. How many are you in your family
a. One              [    ]                                         b. two[    ]
c. Three [  ]                    d. If any mentin……………………………………
2. To which position are you in your family?
a. First born [    ]                                     b. Second born
c. Third born [    ]                                d. If any mention………………………
 3. Whom you live with at home? (You can opt multiple choices)
a. Mother [    ]                                    b. Father [    ]
c. Aunt [    ]                                       d. If any mention……………………………
4. From which tribe are you belong……………………………………………
5. What do you like to do after school sections at home?
a. Watching TV      [    ]                            b. Listening music [    ]
c. Studying [    ]                                        d. If any mention………………………
6. What your parents want you to do when your at home?
 a. cleaning the dishes  [    ]             b. Clean the house[    ]                                          
c. Studying [    ]                              d. If any mention……………………………..
7. At what time you likely to sleep every day?
a. 8:00 pm[    ]                        b. 9:00pm[    ]
c.10:00pm [    ]                       d. If any mention……………………………
8. At what time you work up every day?
a. 8:00am     [    ]                    b. 9:00am[    ]
c.10:00am [                            d. If any mention…………………………………
9. How many hours you use for personal studies
 a. 1 hour[    ]                         b. 2hours[    ]
c. 3hours [    ]                         d. If any mention………………………………
 10. Did your parents give some money to spend during school hours?     YES [    ],   NO [    ]
11. If yes in 10 above, how much they give you.
a. 200                                b. 300
c. 500                                d. If any mention…………………………………
12. How much money does your family spend per day for different needs?
a. 100-1000                                 b. 1000-1500
c. 1500-3000                                 d. If any mention……………………………


13. What is the level of education of your head of the family?
(a) Mother
i. None [     ]                                              ii. Standard seven [     ]
iii. Form four [     ]                                       iv. Form six [     ]
v. Collage [     ]                                             vi. University [     ]
vii. If any mention………………………………………………………………
(b) Father
i.None [     ]                                               ii. Standard seven [     ]
iii. Form four [     ]
iv. Form six [     ]                                       v. Collage [     ]
vi. University[     ]                                    vii. If any mention……………………………
C.   Main Questions

(You can opt multiple choices)
1. Which subjects do you like most
i.Biology    [     ]                                                                     ii.Chemistry [     ]
Iii.Geography [     ]                                                               iv. History [     ]
v.civics [     ]                                                                         vi.Kiswahili [     ]
vii. English  [     ]                                                                    viii. Bookkeeping [     ]
ix. If any mention………………………………………………………
2. How was your performance in your past annual examination?
a. A    [     ]                                 b. B [     ]
c. C   [     ]                                   d. D [     ]
3. How many times you have Practical training or study tour at school.
a. None [     ]                          b. One time [     ]
c. Two times [     ]                 d. Three times [     ]
e. If any mention……………………………………………………………
4. What do you think are the reasons for the failure for girls students at you school?
S.No
Reasons for the girls failure at school
Put tick for appropriate answer and x for inappropriate answer
1
Poverty

2
Pregnancy

3
Lack of confidence

4
More working hours at home

5
Early sexual  relation

6
Girls are not free as boys

7
Poor guidance and counsel from the parents

8
Mob psychology

9
Gender stereotype toward  female that are no capable as men


5. What are the bad behavior of the of these girls when at home or at school
I. Lazy                      [     ]                                   II. Prostitute [     ]
III .Absence during class hours  [     ]           IV . If any mention……………………
6. What are the solutions to improve the girl’s student’s performance at school?
S. No.
Solution for improving performance
1

2

3

4

5

6

7



Interview questions administered for the students in Secondary School in Mpanda District: A Case Study in Town Council Mpanda District-Katavi.
Do you have any practical training at your school?
What are the bad behaviors of both boy and girls when they at school and their home?
What do you think are the reasons for the failure of girls in secondary schools?
What the effects of girl’s failure in the society?
What do you think could be the possible solutions of these problems?