Environmental determinants of enrolment of girl child at a’ level in Namayingo, district Uganda

Abstract

This study investigated the relationship between environmental determinants and the enrolment of the girl-child at A’ level in secondary schools in Namayingo District, Uganda. The study objectives were to examine the relationship between home environment, school environment, cultural factors and enrolment of girl-child at A’ level in secondary schools in Namayingo District. A cross-sectional survey research design incorporating both quantitative and qualitative approaches was used. The sample size for the study was 138 participants. The objectives of the study were to examine the relationship between home environment, school environment, and cultural factors on the enrolment of the girl-child at A’ level. The researcher used simple random sampling and purposive sampling techniques. The data collection instruments were the self-administered questionnaire guide and the interview guide whose validity and reliability were calculated at CVI 89.2 and Cronbach Alpha at 0.772 respectively. Pearson's correlation coefficient was applied to measure whether there was a relationship between environment determinants and the enrolment of the girl-child at A’level in selected secondary schools in Namayingo District. The study findings revealed that there is a moderate positive correlation between home environment and enrolment of girl-child (r=.346** p < 0.05); a strong positive correlation between school environment and enrolment of girl-child (r=.639** p < 0.05); and a moderate positive correlation between cultural factors and enrolment of girl-child (r=.361** p < 0.05). This suggests that: (i) a good home environment through ensuring parents' involvement in the education of their children, enhancing parents' income levels, and regulating the girl child's involvement in household chores during school time; (ii) that creating a girl-friendly learning environment, ensuring the cost of schooling is affordable to all, and ensuring girls move shorter distances to school; and (iii) eliminating culturally gender-induced stereotypes against girl-child education, eliminating gender segregation in schooling, and eliminating traditions and taboos that prevent girl-child education is likely to improve the enrolment of the girl child. Based on the findings, the study concludes that addressing environmental determinants such as home environment, school environment, and cultural factors is crucial in improving the enrolment of girl-child at A’ level. The study recommends creating a girl-friendly learning environment by providing separate facilities such as toilets, ensuring safe transportation, and implementing policies that prohibit sexual harassment in schools; eliminating cultural barriers that prevent girls from accessing education at A' level through community sensitization campaigns aimed at changing negative attitudes and stereotypes towards girl-child education, promoting gender equity in education, and engaging community leaders and parents to support girls' education.