Negative Cultural Influence On Secondary School Girl-Students' Academic Achievement in Bungoma County, Kenya.

JOURNAL OF EDUCATIONAL RESEARCH (JER)
VOL. 1(2), pp. 25-35, NOVEMBER 2013

REF NUMBER: 0420131102
ONLINE: http://www.projournals.org/JER
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Full Length Research
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NEGATIVE CULTURAL INFLUENCE ON SECONDARY SCHOOL

GIRL-STUDENTS’ ACADEMIC ACHIEVEMENT IN BUNGOMA
COUNTY, KENYA.
Judith S.K Achoka¹, Rebecca C. Nafula² & Mark O. Oyoo³
¹Department of Educational Planning and Management, Masinde Muliro University of Science and
Technology,Kenya.
²Department of Educational Planning and Management, Masinde Muliro University of Science and
Technology,Kenya.
³Jomo Kenyatta University of Agriculture and Technology, Kenya
Accepted 3 NOVEMBER, 2013

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ABSTRACT
The significant role of empowering girls and women through education in order to combat poverty,
hunger, diseases besides stimulating sustainable economic development has been well
documented. However, research has established that African culture has not been supportive of
girls’ and women’s rights especially the right to education. It is for this reason that Africa is bound
to revolve around the 21st Century Challenges which are not limited to but include gender
inequalities, HIV/AIDS, poverty, hunger besides lack of education. In order for Africa to curb this
menace, girls must have access to quality education besides attainment of quality grades in exams
in order to compete effectively with boys at on the job market. However, academic achievement of
girls in Bungoma County girls’ secondary schools in the KCSE is very dismal. This effectively called
for an investigation of the influence of Culture on students’ performance in girls’ Secondary Schools
in Bungoma County, Kenya. To this end, a descriptive survey design was carried out. 8 Girls’
Secondary Schools were randomly selected to provide a sample of 278 students, 8 head teachers
and 8 heads of guidance and counseling department who were purposively selected. Besides,
6DQASOS also formed part of a sample of 300 respondents. Data was collected using questionnaires
and interview schedules. Data was analyzed using both quantitative and qualitative techniques. It
was found that stereotypic gender role dispositions, early marriages and female genital mutilation
were among the traditional and cultural beliefs which eventually made girls to perform dismally in
their academic endeavors. The study recommended enhancement of sensitization of parents on the
NEGATIVE CULTURAL INFLUENCE ON SECONDARY SCHOOL GIRL-STUDENTS’
0420131102
ACADEMIC ACHIEVEMENT IN BUNGOMA COUNTY, KENYA.
significance of girls’ education, provision of sanitary towels to girls in secondary schools by the
government and enhancement of affirmative action and enforcement of laws on girls’ rights among
others. It is hoped that this study will equip education stakeholders with information on how to
enhance the academic performance of girls not only in Secondary Schools but throughout the entire
education system.
Keywords: Affirmative, beliefs culture, initiative, quality, and stereotype.
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*Corresponding Author. Email: achokajudith@yahoo.com
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INTRODUCTION
Culture is defined as an integrated system of learned behavior patterns created and possessed by
people [1]. It is argued that when people become confined to their culture such that they cannot reason
beyond, culture becomes what is known as a tradition (1). Interestingly, tradition is defined as a way of doing
things based on a belief system [2] and submits that each nation has its common belief system which can be
regarded as the national average pattern of thought. Surprisingly, most people in a country tend to operate
within this national average thought which may influence either negatively or positively the national
economic development.
Accordingly, African countries still encounter several hurdles in their quest to develop the education
sector. Some of the hurdles include: culture, gender disparities, and poor quality [3]. Yet, the United Nations
(UN) and World Bank have emphasized education particularly that of girls as being a sure way of yielding
some of the highest returns of all development investments through elimination of hunger, poverty and
gender disparities [4; 5]. The EFA and the MDGs initiatives target development and poverty eradication
through realization of access to quality education by 2015. However, it has been revealed that these goals fall
far short of fulfillment, particularly in Sub-Saharan Africa [6]. Furthermore, it is argued that even though
there has been a significant increase in girls’ enrolment in Sub-Saharan Africa, this has been mainly at the
primary level [5]. It is further reported that 30% out of the 71 million adolescents out of school in the world
are in the Sub-Saharan Africa and most of them are girls [ibid] No wonder, the period between 2010 and
2020 has tactfully been declared a decade of the African Woman [7]. This initiative is to further entice girls in
Africa to access more education.
In Kenya, the government has committed herself to conform to educational sector development
through several initiatives which include: constituting education commissions and task forces charged with
curriculum restructure, [8], provision of Free Primary Education [9], provision of Free Secondary Education
[10], legislation through the Children’s Act [11] and the Constitution of Kenya [12]. Owing to the subsidized
education initiative, there has been a steady increase in the number of girls attending secondary school with
the total enrollment rising from 881,328 in 2003 to 1,180,267 in 2007 [13]. But, the total number of the
298,939 increase in student enrollment is accounted for by 181,266 male students compared to 117,673
females (13). This gradual increase does not match that of the boys given that females constitute 51% of
Kenyan population compared with males [14]. Thus, more effort is needed, especially in addressing gender
parity [15]. For instance, in the 2011 Kenya Certificate of Secondary Education (KCSE), there were 182,604
girls who sat for the examination against 229,171 boys [16]. This disparity in numbers is reflected even in the
results. For instance, in the 2011 KCSE, there were only 3 girls among the top 10 students nationally. Notably,
there was no single girl among the top 10 students in western province. Similarly, there was no single girl
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PRO JOURNALS [JER] - NEGATIVE CULTURAL INFLUENCE ON SECONDARY SCHOOL GIRL-STUDENTS’
By Judith S.K Achoka, Rebecca C. Nafula & Mark O. Oyoo
Journal of Educational Research (JER)

0420131102
among the top 10 students in Bungoma County. Not surprisingly, only one of the top 10 schools in Bungoma
County was a girls’ school.
PROBLEM STATEMENT
The UN argues that through education, girls can be key figures in development and poverty
eradication [4]. Hence, the establishment of EFA and MDGs initiatives was to increase hope that by 2015, all
children, particularly girls would have access to and complete basic education. It is worth noting that Kenya’s
Children’s Act [11], also advocates for education equity. Moreover, the new constitution of Kenya [12],
envisages a nation that embraces gender equity in the totality of its institutions. Ironically, girls’ achievement
in KCSE lags behind that of their counterparts, boys. One wonders, could culture be a contributory factor
towards the dismal academic achievement of girls in KCSE in Bungoma County? For instance, there has not
been a single girl student among the top 10 students in KCSE in Bungoma County in the period 2009-2011.
Moreover, there has always been only one girl school among the top 10 schools in KCSE results in the county.
This study set to establish cultural influence on girl-students’ academic achievement in Bungoma County.
PURPOSE OF THE STUDY
The purpose of this study was to establish negative cultural influence on secondary school girl-
students’ academic achievement in Bungoma County Girls’ Secondary Schools.
OBJECTIVES OF THE STUDY

1. Establish cultural factors that influence Girl-students’ academic achievement in Bungoma County.
2. Find out how cultural factors influence Girl-students’ academic achievement in Bungoma County.
RESEARCH QUESTIONS
Two research questions were addressed:
i. What cultural factors influence the secondary school girl-students’ academic achievement in
Bungoma County?
ii. How do the cultural factors influence the secondary school girl-students’ academic achievement in
Bungoma County?
LITERATURE REVIEW
In the United States of America (USA), performance of girls is commendable in elementary and
secondary schools with gender gaps getting larger in the eighth and twelfth grades with a bias for girls [17]. It
is further noted that, in the Caribbean countries like Trinidad, Barbados and St. Vincent, girls have
persistently out-performed boys at various levels of schooling within class and national examinations and,
across the whole range of subjects (17). This is because girls in the developed nations are spared the worst
cultural challenges encountered by girls in the developing world [18]. In the developing nations such as
Afghanistan, India, Ethiopia, Gambia, Nigeria, Tanzania, Uganda and Kenya, the literature indicates that
cultural challenges persist and act against academic excellence of girls particularly at the secondary school
level. These cultural challenges include: early marriages, family preference to educate boys instead of girls,
and family obligations such as helping their mothers to participate in household chores [19]; [3]. The
developing world therefore has the challenge of overcoming negative culture in order to effectively improve
the girl-students education.
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In Uganda the National Examination Board observed in 2010, that the old time cultural belief that
woman’s rightful place is in the kitchen, has led to many failures by overwhelming girls with domestic chores
leaving them with little time to concentrate on their studies. It is further noted that, retrogressive cultural
practices such as early marriages, cattle rustling and Female Genital Mutilation (FGM) tend to impact
negatively on academic achievement of girl-students [20]. Once the girls perform the FGM ritual, they believe
the next step in life is to get married and raise their own families. This perception negatively impacts on their
academic performance and greatly contributes to their minimal performance and or drop out all together.
Other studies have established that in Uganda and Kenya, due to parents’ belief that their daughters
will marry and go away, they are less interested in paying their school fees [21;22]. This affects the girl-
students’ academic achievement due to disturbances associated with the practice. Another study on home
environmental factors affecting performance of day secondary students in Kenya, established that delayed
payment or non-payment of fees leads to students being frequently sent home for fees [23]. In this case, girls
are more affected than their counterparts boys. Moreover, a study conducted in Kenya established that
sending students home frequently for fees interfered with their learning and hence their poor academic
performance and or school dropout [24].
In Kenya, it has been established that the traditional stereotypic gender-role dispositions tended to
favor male children more than their female counterparts with respect to academic achievement [25]. It is also
noted that shortchanging girls is not only a matter of gender discrimination but it is also due to economic and
bad social policy [4].
In some parts of Kenya, it is reported that sex discrimination in schooling is rife against girls as many
communities consider it to be a waste of time and resources to educate them especially to higher levels of
education [26]. Moreover, it is noted that parents’ failure to buy basic needs for their daughters has led to
girls missing lessons by either remaining at home or getting involved in sexual promiscuity with members of
the opposite sex for material gain in order to fulfill their needs, and remain in school for as long as it takes
before they either drop out or perform dismally or both [27].
RESEARCH METHODOLOGY
A descriptive survey research design [28] was adopted for this study. This design facilitates accurate
measurements of characteristics of a large sample within a short period, [29]. Bungoma County comprises a
total of 165(100%) secondary schools out of which 37(22.4%) are for girls only. This study concentrated on
form four students only because they had stayed in their respective schools longest and therefore were
expected to have a wealth of information from their experiences. Their population was 1,980(100%).
SAMPLING AND SAMPLE SIZE
Social scientists argue that in large populations, a sample of 10-20 percent is adequate for data
analysis in survey studies [28; 30]. These views were considered in this study. Hence, the school sample
consisted of 8 (21.6%) schools which were randomly selected from the Provincial and District girls’
secondary schools in the county. 8 (21.6%) Head teachers; 8 (21.6%) heads of Guidance and Counseling
department; 6 (75%) District Quality Assurance and Standards Officers and 278 (14%) students formed a
total of 300 respondents.
STUDY INSTRUMENTS
Questionnaires and interview schedules were used to collect data [31; 32]. Field work was done for three
months from May-August 2011.
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DATA ANALYSIS
Data were analyzed by each research question. The SPSS package was employed to calculate percentages.
Interview data were transcribed by question and themes. Triangulated findings [28;29] were reported as
follows.
FINDINGS AND DISCUSSIONS
CULTURAL FACTORS THAT INFLUENCE GIRL-STUDENTS’ ACADEMIC ACHIEVEMENT IN BUNGOMA

COUNTY
The first objective of this study was to establish cultural factors that influence secondary school girl-
students’ academic achievement in Bungoma County, Kenya. The respondents were requested to list the
cultural factors that negatively influence girls’ academic achievement. When the percentages of the most
commonly listed factors were tabulated, the results obtained were as shown in table 1.
Additional information on cultural factors was acquired by asking the student respondents to give their views
on how cultural factors influence their academic achievement. The student respondents’ views were as
shown in table 2. From the students’ views, it was concluded that the cultural factors mainly affect girls’
school attendance and concentration on academics hence the dismal academic achievement in KCSE.
Table 1. Cultural Factors leading to Girls’ Dismal Academic Excellence
N=278 N=8
Statement Students HODs, G/C
Stereotypic gender role dispositions 117(42%) 4(50%)
Early marriage 121(43.5%) 2(25%)
Female Genital Mutilation (FGM) 80(28.8%) 2(25%)
Source: Field Data (2011)
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0420131102
Table 2. Cultural Influence on Girl-Student Academic Achievement
N=278
Statement Students
“our parents delay/ do not pay fees hence we are
Often at home for fees instead of being in class” 156(56%)
“our parents deliberately refuse to provide us

With sanitary towels keeping us off class” 177(64%)
“ we undergo a lot of pain during FGM thereby

missing class for a long time” 100(36%)
“we develop insecure feelings which reduce our

concentration on academics” 150(54%)
“We are given too much work at home. This

denies us study time besides leaving us fatigued” 120(43%)
Source: Field Data (2011)
This study established that early marriage was still practiced in Bungoma County and was a major
cultural factor that impact negatively on girls’ academic achievement, see table 1. Student respondents 121
(43.5%) and 4(50%) of the HODs G/C believe that most girls exhibit low academic achievement due to early
marriage. On average, girls indulge into sexual intercourse with their peers. This leads to some girls getting
pregnant while in school. Consequently, such girls either voluntarily get into marriage due to economic
insecurity or are forced into early marriage by their parents. Due to fear of girls getting pregnant while still in
school or getting married at an early age, some parents may reluctantly pay or do not pay their daughters’
school fees (see table, 2). Such girls are frequently sent home for fees a fact which embarrasses girls besides
wasting a lot of study time out of class. Interestingly, 4(50%) of the head teachers out rightly submitted that
girls are frequently sent home for fees. Other girls who may withstand pregnancy and may wish to go back to
school after delivery are never supported both morally and materially by their parents since parents feel that
the girls are now women and not school girls. Such happenings can make some girls to feel insecure (see table
2) and therefore not encouraged to work hard academically [14]. During the interviews, 6 (100%) DQASOs
confirmed this finding.
Moreover this finding is supported by a study that was carried out and ascertained that students who
are frequently send home for fees waste on average one term per year a fact which stresses students while
trying to cover missed work [23]. These findings also resemble the research findings on factors that
contribute to poor academic achievement in English language in Kerio-Valley schools of Rift valley province
of Kenya [22]. Furthermore, these findings reflect the views in the book on, “Women’s Access to Higher
Education in Africa: Uganda’s experience” [21]. They established that early marriage influence parents’
decision on education investment. These scholars noted that parents who still fear that girls may drop out of
school due to pregnancy or will transfer wealth to their marital homes refuse to take their daughters to
school, pay less attention to their education or reluctantly pay their school fees and provide less support for
girls’ education. Moreover, elsewhere it is observed that, parents have not been able to cater for their
daughters’ fees simply because communities have not been effectively sensitized on the negative influence of
social cultural beliefs on girls’ education [26].
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Furthermore, from table 2, parents who still feel that their daughters may drop out of school or may
get married and transfer wealth to their new homes deliberately neglect their responsibility to buy girls basic
needs such as sanitary towels among other requirements. Lack of sanitary towels is a critical issue. Such girls
could miss classes for about 5 days in a month and/or 3 months a year for fear of being embarrassed and
ridiculed at school/in class by their colleagues when they have leakage during their monthly period. Other
girls could miss classes due to abdominal pains experienced but have no money to buy drugs. Furthermore,
these are school girls aged 14-18 years and male teachers are like their fathers who are not expected to see
them in red spotted skirts hence such girls keep off school/class to avoid the embarrassment. As a result,
useful learning time is wasted .On their resumption of classes, they automatically find themselves behind
academic schedules and hence they perform poorly in their examinations. Other girls may get lured into early
sexual intercourse by men who offer them money. Such girls are likely to underperform since they feel
embarrassed most of the time. Furthermore, this finding is supported by another study [27], which
established that girls whose parents do not provide basic needs such as sanitary towels become more
vulnerable to sexual abuse in order to fend for themselves. But, sexually abused girls feel resentful and this
can impact negatively on their academic achievement.
This study also established that stereotypic gender role disposition was among the major cultural
factors that lead to girls’ underperformance in KCSE. 117 (42%) of the student respondents and 4(50%) cited
stereotypic gender role disposition as a factor which negatively influence girl-student academic achievement.
While at home, girls feel they are given so much work to do (see table 2) while boys simply loiter about a fact
which denies girls opportunity for serious academic pursuit. Not surprisingly, 6 (75%) DQASOs submitted
that due to poverty, parents in Bungoma County engage their daughters in forced labour such as house-helps
or working on peoples farms in order to lessen the financial burden on the family. This is an attribute of
illiterate parents who are yet to appreciate the significance of the girl-child education or have either ignored
or do not practice Kenya’s affirmative action or children’s and women’s rights as enshrined in the Kenyan
constitution. This finding is in agreement another similar study finding [25], which established that the
stereotypic gender role dispositions tended to favor male children against girls hence girls are given so much
work at home that they can hardly find time to read. This finding is echoed by the cultural perception that the
woman’s rightful place is at the kitchen. This perception has led to overburdening girls with domestic chores
leaving them with little study time. Other scholars found the same in their studies [23], where it was
established that a lot of work at home was one of the problems affecting girl-students’ achievement in day
schools. The chores included: cleaning the home, working on family farm or business, cooking and taking care
of the young ones among others.
In addition, based on table 1, the study also established that even FGM is still being practiced by some
parents in Bungoma County. 80 (28.8%) of the student respondents and 2(25%) of the HODs G/C indicated
that FGM hampers girls’ academic achievement. Girls who undergo such social cultural practice endure a lot
of pain (see table 2) which may keep recurring during sexual intercourse in their later years. Such girls miss
classes as they take time to heal and go through a lot of psychological distress. As a result, they lose interest in
their studies. In the book of Planning and Economics of Education, it is noted that, students who come from
insecure environments caused by social-cultural practices such as FGM show emotional problems at school
[20]. For instance, they lack concentration in class and confidence in whatever task they are given to perform.
As such, they lag behind in academic achievement. In this regard, 3 (50%) DQASOs cited FGM as a
contributory factor against the girls’ academic excellence in Bungoma County.
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0420131102
CONCLUSION
Given the above findings, it is concluded that the major cultural forces negatively influencing girls’
academic achievement in Bungoma County include: early marriage, stereotypic gender role disposition and
FGM. These factors impact on girls’ academic achievement through subjection of girls to a lot of pain, feelings
of insecurity, a lot of work at home, lack of sanitary towels and high frequency of being send home for fees.
Moreover, inspite of the highly subsidized Education cost in Kenya today, still the poor parents are incapable
of fulfilling their daughter’s financial needs. Consequently, the girls are kept out of school. This is
discouraging. There is need to overcome the varied challenges in order to enhance secondary school girls’
academic excellence.
RECOMMENDATIONS BY THE RESEARCHERS
Based on the study objectives/questions and results, the researchers herein recommend the
following for implementation in order to enhance girls’ academic performance in girls’ secondary schools in
Bungoma County and schools in other areas but with similar circumstances.
1. The government through the Ministry of basic education should supply sanitary towels to secondary
school girls
2. The government to enhance affirmative action and enforcement of laws on girls’ rights among
others.
3. The Ministry of Basic Education to enhance sensitization of parents on the significance of girls’
education possibly through the village Elders and Chief’s Baraza’s and other forums.
4. The government should increase the secondary school per capita grant of Ksh.10, 625 per student, to
a higher amount.
5. Government should enhance guidance and counseling services in girls’ secondary schools. These can
encourage the girls to increase their efforts in learning instead of adopting a withdrawn attitude
which leads to failure.
SUGGESTIONS FOR FURTHER RESEARCH
Due to limited scope and time, the researchers could not exhaust all the aspects of the study.
Consequently, the researchers have recommended the following areas for further study:
1. The attitude of girl-students towards education should be investigated. .

2. Further research should be carried out in boys’ secondary schools to find out how they manage to
perform better than most girls’ secondary schools in Bungoma County.
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REFERENCES
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National Examinations Board. (2010). Boys Scored More First Grades. Retrieved 10, May 2010, from Allafrica.
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[3] World Bank. Higher Education in Developing Countries; Peril and Promise. Retrieved
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[4] UNDP. (2005). Achieving Millennium Development Goals in Kenya. A needs Assessment and
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[5] World Bank. Girls Education in developing Countries. Retrieved November 8, 2010,
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[6] UNICEF. Education Opportunities for Girls and Boys in the Gambia. Retrieved
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[19] Kimalu, et al. . Education Indicators in Kenya: Nairobi: KIPPRA, 2007

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JOURNAL OF EDUCATIONAL RESEARCH (JER)

VOL. 1(2), pp. 25-35, NOVEMBER 2013

NEGATIVE CULTURAL INFLUENCE ON SECONDARY SCHOOL

Judith S.K Achoka¹, Rebecca C. Nafula² & Mark O. Oyoo³

Accepted 3 NOVEMBER, 2013

Keywords: Affirmative, beliefs culture, initiative, quality, and stereotype.

By Judith S.K Achoka, Rebecca C. Nafula & Mark O. Oyoo

Journal of Educational Research (JER)

PURPOSE OF THE STUDY

OBJECTIVES OF THE STUDY

By Judith S.K Achoka, Rebecca C. Nafula & Mark O. Oyoo

Journal of Educational Research (JER)

SAMPLING AND SAMPLE SIZE

By Judith S.K Achoka, Rebecca C. Nafula & Mark O. Oyoo

Journal of Educational Research (JER)

FINDINGS AND DISCUSSIONS

CULTURAL FACTORS THAT INFLUENCE GIRL-STUDENTS’ ACADEMIC ACHIEVEMENT IN BUNGOMA

Table 1. Cultural Factors leading to Girls’ Dismal Academic Excellence

Stereotypic gender role dispositions 117(42%) 4(50%)

Early marriage 121(43.5%) 2(25%)

Female Genital Mutilation (FGM) 80(28.8%) 2(25%)

Source: Field Data (2011)

By Judith S.K Achoka, Rebecca C. Nafula & Mark O. Oyoo

Journal of Educational Research (JER)

Table 2. Cultural Influence on Girl-Student Academic Achievement

“our parents deliberately refuse to provide us

“ we undergo a lot of pain during FGM thereby

“we develop insecure feelings which reduce our

“We are given too much work at home. This

By Judith S.K Achoka, Rebecca C. Nafula & Mark O. Oyoo

Journal of Educational Research (JER)

By Judith S.K Achoka, Rebecca C. Nafula & Mark O. Oyoo

Journal of Educational Research (JER)

RECOMMENDATIONS BY THE RESEARCHERS

SUGGESTIONS FOR FURTHER RESEARCH

1. The attitude of girl-students towards education should be investigated. .

By Judith S.K Achoka, Rebecca C. Nafula & Mark O. Oyoo

Journal of Educational Research (JER)

By Judith S.K Achoka, Rebecca C. Nafula & Mark O. Oyoo

Journal of Educational Research (JER)

[19] Kimalu, et al. . Education Indicators in Kenya: Nairobi: KIPPRA, 2007

By Judith S.K Achoka, Rebecca C. Nafula & Mark O. Oyoo

Journal of Educational Research (JER)

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