1. TITLE
AN INVESTIGATION ON FACTORS THAT INFLUENCE TO
THE HIGH DROP OUT RATE OF PRIMARY SCHOOL GIRL
PUPILS FROM MASAI COMMUNITY:
BY
BRIGHTON JUMA MWANG’ONDA ED 624/T2012
A research proposal submitted in partial fulfillment of the
requirements for the Degree of Bachelor of art with Education
at Eckernforde Tanga University Tanzania.
………,………, 2015
SUPERVISOR NAME: JONAS MKWIZU DATE: 18-06-2015
SIGNATURE………………………………..
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2. TABLE OF CONTENT PAGE
CHAPTER ONE…………………………………………………………………...3
1.0. BACKGROUND………………………………………………………………4
1.2. OBJECTIVE OF THE STUDY ……………………………………………...5
1.3. RESEARCH QUESTIONS……………………………………………………5
1.4. LIMITATION OF THE STUDY………………………………………….…..
1.4. SIGINIFICANCE OF THE STUDY…………………………………………5
1. 5. DELIMITATION OF THE STUDY…………………………………………6
7
1.7. THEORETICAL AND COCEPTUAL FRAMEWORK……………………7
1.8. DEFINITION OF TERMS………………………………………………….…10
CHAPTER TWO…………………………………………………………………....11
2.0. LITRETU RIVIEW……………………………………………………………11
CHAPTER THREE…………………………………………………………………18
3.0. RESEARCH DESEIGN AND METHODOLOGY….....................................18
3.1. INTRODUCTION……………………………………………………………...18
3.2. RESEARCH DESIGN…………………………………………………………19
3.3. POPULATION AND SAMPLE……………………………………………….19
3.4. SAMPLING PROCEDURES AND TECHNIQUES………………………..19
3.5. DATA COLLECTION PROCEDURES……………………………………..21
3.6. DATA ANALYSIS PROCIDURES…………………………………………..21
3.7. QUESTIONNARES…………………………………………………………….21
3.8. INTERVIEW GUIDENS………………………………………………….……28
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3. ABSTRACT
The aim of this study was to find out factors that contribute to the high drop out of girl
child from primary school in Masai community in Tanzania specifically at Arusha
region. We considered as a case study at Arusha district. The selection of the sampling
was through stratified random sampling. The data was collected through the use of
questionnaires and interview. I finally analyzing at he data using frequencies and
percentages. The study reveals that parent ignorance, attitudes towards girls’ education,
some of the cultural values and distribution of schools in Masai land. Moreover bribes
which is reserved by the teachers who are pointed to teach in the schools present in
Masai land reported by some of the parents to contribute in some girls to withdraw from
the school and get marriage. Some teachers reserve money or cattle from Masai parents
and let them marriage.
In other cases some parents are ignorant in the sense that they have never been to school
hence they fail to see the need of educating their children especially girl child
Cultural practices like a circumcision was found to contribute much to withdraw girl
child from the school, as after initiation practices girls are regarded as mature to married.
Also teachers attitude towards circumcised girls involving by them in some activities
like playing punishments which considered inappropriate for adults, contribute to drop
out of some girls from the school in Masai community.
The research made some recommendations include: Provision of adult literacy to Masai
parents through promoting girls education by including positive attitude towards formal
education among the Masai community. To build more schools in Masai land so as to
reduce the distance from home to school which cause many Masai parents to refuse their
daughters from going to school due to insecurity on the way.
In addition the research suggests that, some cultural practices such as early marriage
should be discourage through executing of the laws by the Government, which aim at
punishing parents who withdraw their girls from school. For teachers who reserve bribe
to let some girl pupils to be marriage, the government should insert bylaws to court them
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4. since they violet child’s basic right of education. Also teachers should create conducive
environment for their pupils to learning.
1.0. BACKGROUND OF THE PROBLEM.
According to Farrant (1981), drop outs in education are pupils who despite having the
ability to complete an education course fail to do so. The problem is most commonly in
rural areas where children form a recognized part of the family’s labor force. Unless
parents see the values of schooling, they tend to give their children work in the home or
on the farm that prevents their attending school. Dropout may also occur where parents
unable to pay the fees charged by schools. In town drop out is more commonly caused
by the factors that lead to chronic truancy such as academic failure, bullying or fear of
certain teachers.
Sadker (1997) claims that, students who are poor, minority or attending schools in cities
are far more likely to drop out of school. Also children are more likely to drop out from
the school if there are member of large families and if their parents are poorly educated
or working in low paying jobs factors related to poverty. Moreover students from low
income, low skills, and low education family backgrounds are several times more likely
to drop out of school than students from wealthy families. In town the commonest reason
for students to drop out of school are poor grades and teenage pregnancy.
In Tanzania there are some communities whereby drop outs of primary pupils are severe;
like in Masai community drop out of pupils from primary education is high especially
for girls.
Masai are pastoralist and nomadic people who reside in both Tanzania and Kenya. They
are known for moving from one place to another in searching for green pasture for their
animals. In Tanzania the origin place of Masai is Arusha, but they migrate to other parts
of Tanzania like Tanga, Morogoro, Iringa and Kilimanjaro mostly in Arusha District
and other places. These people still hold their traditional ways of life dearly until
recently many Masai parents detested western education and viewed it with suspicions.
The perception that western education erodes the Masai culture is still held by many
Masai parents today. These parents are mostly convinced that once their children
receive formal education, they would forget their Masai community and seek to live in
the urban areas. The Masai parents are also convinced that some of the graduates have
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5. little to give back to community once they complete their studies. As a result of this
perceived notions of western education many Masai parents are reluctant to send their
girls children to school fearing that the girls children would detach from the Masai
culture and community. Though this trend is slowly changing by parents embracing the
western education and its important in modern society, there is a discrepancy in the
inscription of boys and girls in education. It is very difficult for a Masai family to freely
allow their daughters to continue getting form education in school especially at age of
eleven and above. The reluctance is two fold. First is because the elders regard the
western education as a tool of distorting their culture. Second allow girls to continue
with primary education and above, denies the community wealth because girls are
regarded as source of wealth in terms of bride price.
1.1. STATEMENT OF THE RESEARCH PROBLEM
UN (http://www.un.org) stated that, Education is a fundamental human right: Every child
is entitled to it. It is critical to our development as individuals and as societies, and it
helps pave the way to a successful and productive future. When we ensure that
children have access to a rights-based, quality education that is rooted in gender
equality, we create a ripple effect of opportunity that impacts generations to come.
Education enhances lives. It ends generational cycles of poverty and disease and
provides a foundation for sustainable development. A quality basic education better
equips girls and boys with the knowledge and skills necessary to adopt healthy lifestyles,
protect themselves from HIV/AIDS and other sexually transmitted diseases, and take an
active role in social, economic and political decision-making as they transition to
adolescence and adulthood. Educated adults are more likely to have fewer children, to be
informed about appropriate child-rearing practices and to ensure that their children start
school on time and are ready to learn.
UNICEF works tirelessly to ensure that every child – regardless of gender, ethnicity,
socioeconomic background or circumstances – has access to a quality education.
Too many of the world’s children are out of school or receive spotty, sub-par educations.
Each one of these children has dreams that may never be fulfilled, potential that may
never be realized. By ensuring that every child has access to quality learning, we lay the
foundation for growth, transformation, innovation, opportunity and equality.
Whether in times of crisis or periods of peace, in cities or remote villages, we are
committed to realizing a fundamental, non-negotiable goal: quality education for all.
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6. Children must at hearts of our thinking on climate change, on the
education, on the food crisis, and on the other challenges we are
addressing on a daily basis.
TETPO (1978) shows education as the basic right of a child. The major objectives of
primary education are: to lay out the socio-cultural foundations which ethically and
morally characterized the Tanzania citizen and nation; to prepare every citizen to
continue on the unending journey of life long education training and learning process
among others.
From the literature reviewed it has been shown that ,there is no other research have been
done concerning the factors contributing in to the high drop-out rate of girl child from
Masai community in Same district. The current study aims to investigate the factors that
contribute to the high drop out of girl child from primary schools in Masai community.
Also the research intended to find out the possible measures that will help the Masai girls
to complete their primary education.
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7. 1.4. SIGNIFICANCE OF THE STUDY.
The findings of the study will be important in the following ways:
• To improve and even to eradicate the problem of high drop out of girls from
primary education in Masai community and other parts of our county which face
such problem, also to improve enrolment of girl pupils in our county.
• To promote girls education by including positive attitude towards formal
education among the Masai community, through ministry of education, the
Government should set special programs in mass media to create awareness
among parents on benefits of formal education.
• To remove gender disparity in both access progression and accomplishment at all
levels of education. This could be done by creating awareness of importance of
girls’ formal education among the Masai through seminars, adult education
parental association and any interested groups who are helping in promoting girls
education and equality of female and male in the society.
• To encourage the Government to execute by laws, which aim at punishing the
parents who withdraw their girls from schools? The Government here should
make sure that those parents, who involve purposely in withdrawing their girls
from schools in order to marry them off, are punishing accordingly to save as a
lesson to others.
1.2. OBJECTIVES OF THE STUDY.
The main objective of the study is to investigate the factors which lead to the high drop
out rate of Masai girls from primary schools.
The specific objectives of this study are:
• To find out the attitude of the Masai parents towards girls education
• To find out the possible measures towards challenges of the Masai girls
education.
• To examine Masai culture towards girls education.
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8. • To let the Masai parents be aware for the importance of formal education in their
society.
1.3. RESEARCH QUESTIONS.
The research will be guided by the following research questions:
 How do Masai parents consider girls education?
 What are cultural practices among the Masai that hinder girl education?
 What measures can be taken help to encounter the challenges of the Masai
girl’s education?
 What are the factors which contribute to the drop out of Masai girls from
primary school?
 What are the problems Masai girls might face in their future life if they can
not complete primary education?
1.4. LIMITATION OF THE STUDY.
The problem that the researcher will may face are:-
 Transport. This because Masai in Same district found in remote areas and their
home stead is scattered.
 The researches may face the problem of shortage of resources like fund and time
as a result she/he would not extend her study to other places of Tanzania which
Vface the same problem
 Language problem .The researcher may face the problem of language barrier
during data collection and this problem it may course inadequate information.
1.5. DEFINITION OF THE KEY CONCEPT AND TERMS
 GENDER: It may be described as a term which refers to the cultural
construction of male and female identities
 SOCIETY: This is a particular community of people who share the same
customs, laws, culture and other common things.
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9.  CULTURE: Include customs, arts and social institution of a particular group of
people or nation
 FORMAL EDUCATION: This implies education that occurs within academic
institution like schools, colleges and what is taught in carefully structured by
means of syllabus.
 GIRL CHILD: According to the right of the child (CRC) Girl child is a female
person from birth to 18 Years
1.6. LITERATURE REVIEW:
2.1. INTRODUCTION.
The chapter provides the review of literature concerning the factors that contribute to the
high drop out of girl child from primary school among the Masai community. The
review related literature was done so as to examine the gaps in knowledge concerning
the factors contribute to the high drop out of girl child from primary education. The
factors based on two parts. Cultural practices and Geographical factors
Ole T (2000) in his study observes that, parents’ low level of education and altitudes
towards girls’ education is another problem. This low level of education means that they
are not well informed on the importance of education for their children.
The same findings further asserts that some parents seem to be ignorant of the issue of
education for girls which is shown by the fact that they would rather have married off
their girls to get more cattle from their dowry than letting them complete school.
Chege and Sifuna (2006) reported that, some parent believe that boys are more
intelligent that they perform better in school and that they are better in educational
investment than girls. They went further to add that a factor that is often ignored in
patrilineal inheritance system is the prime beneficiaries of family assets; boys are
favored in human capital investment decision.
In addition, parents worry about wasting money on the education of girls who are likely
to get pregnant or married before completing their schooling. There is also the strong
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10. belief that once married, girls become part of another family, and parent investment is
lost.
Jomtien, Thailand (1990) Gender discrimination against girls, Notes from the world
conference on education to all, the discrimination in girls; access to education persists in
many areas occurring due to inadequate and gender biases, teaching and educational
materials and lack of adequate accessibility of schooling facilities. The same finding
notes that in some countries, many parents do not send their daughters to school if they
feel that the curriculum is promoting ideas that are not odds with prevailing social
norms. In Guinea for instance parents perceived subjects such as home economic,
childcare, sewing, gardening and handcraft as important for girls and criticized their
absence from school curriculum.
UNICEF (2006), in the state of the world’s children acknowledges that gender gaps in
secondary education are even more pronounced. The UNESCO’s survey in developing
countries reported that, only 22 out of 75 countries were on course to meet MDG1’3
target of gender partially at secondary school level, while 25 were far from the goal.
Girls exclusion from education in comparison to boys especially in south Asia, Sub-
Saharan Africa the middle East and North Africa is one of the clearest statically
indicators of gender discrimination. The same Survey- indicates that, gender plays major
parts in determining which children and up being excluded from essential service and is
therefore most risk of missing out the millennium agenda.
The forth, world conference on women which held in Beljing Chence 4-15 September
(1995) reported that, educational process including curriculum, educational, reinforce
existing gender inequalities. The same report notes that, although the number of
educated children has grown in the past 20 Years, in same countries boys have been
proportionately favored much well than girls.
Same Africa (1997) reports that, despite the increasing recognition at the international
and national level of benefits of female education but to the national as whole, girls in
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11. many parts of the world continued to be excluded from the education system of their
countries.
According to UNESCO in the GCWD (1997), study indicates that, illiteracy level are
higher in several key groups, such is in rural areas and among the indigenous women.
These groups are mostly disadvantaged because of social – economic and cultural
factors, which place their reference in educating boys as girls are confronted with
cultural and economic constraints, which hinder them from completing their education.
Gender tales from Africa (2001) conducted interview among girls who dropped out from
school due to forced marriage. The girls reported how their parents force them out of
school in order to get married. One of the girl reported that her mother come to school
and told her that there was a rich man in their village who wanted to marry her and the
parent had already accepted three cows as part of the dowry. In that case, she had no
choice than dropping from school.
FAWE (1996) notes that, Masai culture considers women and girls as inferior sex,
Educated women are seven as a threat to man’s absolute authority. The same repot notes
that there are some parents who fear that the educated females will feel superior and thus
undermine the authority and that of their chauvinistic husband. The study also reveals
that once a Masai girl gets circumcised she is considered to be mature for both sex and
marriage. Masai cultural is so permissive that once a girl circumcised she may be
approached by any man on sexual terms. Girls normally are circumcised the age of 9 –
12 and therefore most of them do not go back to school after the practice. This culture
therefore is a great hindrance to girls’ education.
According to Rosaine (2002) circumcision is an important rite of passage to Masai
people and it involves both the male and female 90% of students’ respondents supported
this point. The girls under go initiation into adulthood which leads to early married hence
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12. they drop out of school after initiation because they feel so mature to be in school with
the rest of the students.
UNICEF (2004) in the state of the world’s children, reports that girls are kept at home to
help with domestic tasks. Girls may also be dropped from school because they have to
fetch waters from traditional well or remote water pump. The same finding reports that
in Ethiopia, Guinea and the United Republic of Tanzania, girls specialized in domestic
work such as looking as siblings, preparing and cooking food, cleaning the house and
fetching water and fire wood. In this case girls help their families more than boys.
FAWE (1994) indicates that the schools careers of many girls are short because they are
expelled from school on becoming pregnant, pre-marital pregnancy among girls is
stigmatized in Africa communities even though its determining factors remain un
addressed. In Guinea, Malawi and Tanzania where girls are now encouraged to return to
school after pregnancy, few girls do so, partly because of parental fears, that they would
become pregnant again and partly because girls are afraid of ridicule.
Maglad (1994) employs the distance to school as a means of the price of schooling. He
gives an example of society like Masai who require land recourses to their cattle, their
villages are constructed far a part each other. As the results one school must serves
several villages typically within a 15 – 20 Kilometers radices. There are no cars, buses,
Horses or even Bicycles available to Masai children, so they must walk this great
distance. Many girls are denied on education solely because of parental concerns for
their safety during these long walks.
Even for those who make it to school, the long walks undermine education. The same
findings added that, teachers report that children who have spent two to five hours
walking to school in the morning, often without having had anything to eat are tired and
their ability to concentrate is imparted. Also it is of tern when children arrive home of
tern such long walks, and they still required doing chores. Even if still have the desire
and energy to study offer they are finished with responsibility at home it is often too dark
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13. and there is no electricity or artificial light. His opinion was that the availability of
school inside the village made it possible for children to attend school at low indirect
costs.
Creighton (1995) notes that the average distance from homes declines as the expansion
of primary and secondary system proceeds. However, remote habitations and dispersed
population continued to suffer disadvantages based on the back of physical access and
this remain problem particular at secondary level in many countries, hence distance is a
factor and girls feel the effect more severely.
The same finding discovers that, some parents are reluctant to send girls to school far
from home. Reasons cited were that girls were considered weaker than boys hence were,
unable to expend the energy required to walk to and from school. A more fundamental
concern however was for their safety enroot.
Tumbo (1994) explain bride wealth as a commonest form of marriage transaction in
Africa. It resources the movement of which correspond to movements of rights over
spouseless usually women, She further explains that basically bride wealth consists of
circulating pool resource which goes to bride male kin typically brothers in order that
they can themselves take wives. Thus a man is dependent (Upon Sisters) for bringing the
wealth and father for distributing it. Tumbo shows pride wealth as a major factor which
cause dropping out of girl child primary schools.
Goody and Tambiah (1973) say that bride wealth as a kind of rational system. What goes
out for a bride has to come in for a sister? Hence a father has to ensure that the bride
wealth he gets for a daughter will be enough to get him a daughter – in –low. This
circulation tends to reinforce the authority of the sister.
In case of Masai culture that is polygamous, a man’s wealth is determined by the number
of cattle and children he has. Daughter’s marriage increase the wealth of Masai girls’
family through combined cattle and husbands’ family upon marriage is also worsened by
the increasing poverty of the Masai people, which leads Masai to marry their daughters
at increasingly young ages.
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14. 3.0. RESEARCH DESIGN AND METHODOLOGY.
3.1. INTRODUCTION
This chapter describes in details the place where the research will be conducted,
population sampling technique and how the information obtained from the field. It also
provides methods and techniques which will be used during data analysis and provide
the adequate reasons as to why methods and techniques are used.
3.2 RESEARCH DESEIGN
The research design employed in this study will be survey design. The survey designs
used to carry out the research because qualitative data is collected by the use of
questionnaires for the teachers and pupils and interview will be given to the parents.
3.3. POPULATION AND SAMPLE.
The population taken will be five schools which contain Masai pupils among the primary
schools present in Same district. The participants in research will consist pupils, teachers
and parents from sampled schools throughout Same district.
3.4. SAMPLING PROCEDURES AND TECHNIQUES
The sampling techniques that will be used in the research selected are stratified samples
sampling techniques whereby it ensures that different groups in population are
represented in the sample.
The population taken will be five primary schools which have Masai pupils. The
researcher will take sample from standard 4, 5 and 7 from each school. Standards 4 and
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15. 5 are selecting to participate in the exercise because they are majority of population that
is vulnerable to the cultural factors that affects education in the Masai community. This
is because the parents view them as having a long way before they complete their
education. Standard seven will be selected because the researcher wants to know how
many Masai girls succeed to complete standard seven per year in the Masai land in Same
district. Twelve pupils will be taken from each school as a sample, this means four
pupils from each class under research, involving two male and two female pupils from
Masai community. The aim is to get view from both male and female pupils. The pupils
will be randomly sampled because they are homogeneous. Three class teachers from
each sampled school will be taken as a sample using stratified sampling the class
teachers are given priority because they interact closely with the pupils from the respect
classes. Thus they are aware of some of the problems which face girl pupil so as not to
complete standard seven then contribute the number of Masai pupils to be few in
secondary schools. Also ten parents will be taken as sample using stratified sampling
from the population that is one female and one male from each school. The purpose of
this is to get view from both fathers and mothers from Masai community.
3.5.0. DESCRIPTION OF INSTRUMENTS.
3.5.1. QUESTIONNARES
The researcher will prepare two questionnaires, one for teachers and the second for
pupils. The questionnaires will compose of both open ended and closed ended questions.
Open ended questions will give respondents freedom on their opinions while closed
ended questions restrict the respondents to choose from the available answers on which
they think is the most appropriate for each question. The aim of questionnaires for pupils
and teachers is to collect precise and sufficient information for the study.
3.5.2. INTERVIEW GUIDE
The researcher also will prepare interview for the parents. Structural oral interview
guide questions which will involve a face-to-face approach will help to obtain responses
from the informants about the problem under the study. The aim of the interview for the
parents is because most of them do not know how to read and write and some speak only
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16. Masai language, hence it is easier for a researcher to use translator in interview than in
questionnaire and also in interview immediate feedback will quarantined.
3.6 DATA COLLECTION PROCEDURE.
The researcher will appoint one assistant from each school sampled to carry out the
distribution of the questionnaires to the selected respondents.
The source of data collected will be from both primary source such as questionnaires
answers and interview responses and secondary source such as information obtained
from the literature reviewed.
The primary information will be obtained from the field through the use of
questionnaires, interviews and researcher own experience under the study.
The secondary data is from related literature reviewed on the topic done elsewhere and
in particular on factors contribute to the high drop out of girls in primary education.
3.6. DATA ANALYSIS PROCEDURE.
Descriptive statistic will be used in analyzing the findings of this study. It divided into
six areas mean, median, standard deviation, percentile, frequency and percentage.
The findings are then presented in frequency and percentage tables, whereby frequency
and percentage will calculate from the data obtained for table drawing
ABBREVIATION
ECWD –Early Childhood and Women Development
UNESCO-United Nations Educational Science and Cultural Organization
FAWE-Forum for Africa Women Education
UN- United Nations
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17. REFERECE:
Tumbo,Zubeida M. (1994) The Dilemma of Teenager Girls. Nordiska Africa
instituteMontreal.Unpublished Thesis .MC Gill University
Rosaine P. (2003), Can equality in Education be Attained? Evidence from Ethiopia,
background paper for EFA Global Monitoring Reporty.2003)/2004 Social Change
UNICEF (2006),The State of World Children. New The Gender and York. UNICEF
Chege,F. N and Sifuna, N.D (2006), Girl Child and Women’s Education in Africa.
Gender perspective and trends
FAWE (1997),The News Magazine about Girls and Women Education in Africa.
Volume No1: FAWE
Goody, Jack and Tambiah, S. J Pride wealth and dowry. Cambridge University press
Jomtien Thailand, (1990),The World Declaration on Education for all. Meeting Basic
learning Needs,Jmtien,Thailand 5-9 March.
Maglad, N. (1994), School Supply: Family Background and Gender- Student
Enrollments and Attainments in Sudan. “East Africa Social Sciences Research Specific
Schools Review”
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18. Ole Daniel (2000), Factors influencing the enrolment of pastoralist Masai children in
early child education.
Saroni,S (1986), Pastoralists Education participation and social change among the
Masai. Unpublished PhD Dissertation, MoGill University
UNESCO (2003), Education for All lead to Equality, UNESCO publishing
http:// www.un.org/ cyberschoolbus/humanrights/about/history.asp
RESEARCH TOOLS
Please fill the required information.
DATE………………………………………
NAME OF THE SCHOOL………………..
SEX: MALE ( )
FEMALE ( )
Please answer all questions
Respond by a tick (√) in the bracket or by stating your answers in the space
provided.
1. Are all pupils in your school from Masaai community?
Yes ( )
No (
2. What percentage of pupils in your school from Masai community?
3. How is the ratio between boys and girls pupils from Masaai community in your
school?
CLASS BOYS GIRLS
Standard I
Standard II
Standard III
Standard IV
Standard V
Standard VI
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19. Standard VII
4. Parents in Masai community appreciate the need of formal education especially
primary education for their girls?
Agree ( )
Disagree ( )
Uncertain ( )
5. Girls participation in domestic affairs is highly recognized by parents than taking up
primary education?
Agree ( )
Disagree ( )
Uncertain ( )
6. Girls primary education is greatly supported by;-
a) Teachers ( )
b) Parents ( )
c) Government ( )
d) Name
others………………………………………………………………………………
……..
7. Masai parents have been the main obstacles of girl’s access to primary education?
Agree ( ) Disagree ( ) Uncertain ( )
8. Parents co-ordinate with teacher to monitor girl’s progress and performance in school?
Agree ( )
Disagree ( )
Uncertain ( )
9. Parental illiteracy is a major contribution of few girls in primary education from Masai
community?
Yes ( )
No ( )
10. Cultural values greatly contribute towards early marriage among girls in Masai
community?
Agree ( )
19

20. Disagree ( )
Uncertain ( )
11. Parent from Masai community can be educated on importance of the girl’s child
education through.
a) Seminar ( )
b) Adult literacy ( )
c) Workshop ( )
d) Name others………………………………………………………………………..
12. Girl child education can be promoted in our schools through the following ways.
a) Parents and teachers association ( )
b) Human Rights groups ( )
c) Effort from the Government ( )
d) Many female teachers.
13. What are the factors that contribute to girls from Masai community dropping out of
school before finishing their primary education?
(a)……………………………………………………………………………………..
(b)………………………………………………………………………………………
(c)…………………………………………………………………………………….
(d)……………………………………………………………………………………….
INTERVIEW SCHEDULE FOR PARENTS
1. What is the level of your education?
2. How many children have been to school from your family?
3. Given a chance to educate in your family, between boy and girl child whom you
prefer most?
4. Give reasons for your choose above.
5. State benefits you can get from girls when she finishes her, school.
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21. 6. What are some of the disadvantage of educating girls?
7. Girls are source of wealth in your community?
8. A girl has no say to whom to marry and when?
9. What is the position of a Masai family which has 7 – 14 daughters’ in terms of bride
wealth?
10. And what is the position of a Masai family which has no daughter?
11. At what age is a girl given in marriage to a man in a Masai community?
12. What happen to Masai girls if she finishes her students at the age of 26 – 30 before
marriage?
13. It is a prestigious to marry a very young girl about 14 – 17 years in Masai culture?
14. What do you think is wrong in the education of girls in the present education system?
15. What quality do you expect in an educated Masai girl?
16. As parents can you give some suggestion on how to help Masai girls to obtain
primary education?
17. Give some suggestions on how you would like the education system to be improved?
4. O. PRESENTATION OF THE FINDING
4.1. INTRODUCTION
This chapter presents data analysis from the questionnaires that were given to the thirty
pupils and fifteen teachers also the responses from the interview given to ten parents.
Fourteen teachers and twenty eighty pupils were returned their questionnaire. Ten
parents were interviewed and the responses recoded
Sampled Schools
School Standard 1V Standard V Standard V11 Total pupil Girls Boys
Emuguri
Lesirwai
Ruvu
Ngama
Kitamri
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