Effects of Domestic Gender Roles on Pupils’ Performance in Kenya Certificate of Primary Education in Public Primary Schools in Garba Tula District, Kenya

Abstract

This paper sought to establish the domestic gender roles and their effect on pupils’ academic performance in public primary schools in Garba Tula district. Five research questions were formulated to guide the study. The sample comprised of 17 head teachers, 187 teachers and 217 pupils. Questionnaires and document analysis were used to gather data for the study. The study revealed that there was a relationship between pupils’ involvement in the domestic roles and academic performance. The more the pupils were involved in the domestic roles, the more they were late for schools, the more they were not able to complete assignments and therefore the more their education was affected. Findings also revealed that girls were involved more than boys in domestic chores. Data revealed that gender roles had an impact on the pupils’ academic performance. Pupils arrived to school late and tired, were not able to complete assignments; and this affected their studies hence leading to poor performance. Based on the findings, is was concluded that there was a relationship between pupils involvement in the domestic roles and academic performance. The study also concluded that there were differences in involvement of boys and girls in the domestic gender roles where girls were the most affected. The study recommended that parents should be sensitized on the importance of education of their children hence should allow pupils go to school, get involved in the education of their children also monitor them. It was also recommended that there should be establishment of boarding schools where pupils would learn without interruptions of domestic roles. It was also recommended that there should be provision of necessary physical facilities which are gender sensitive so that children especially girls may be encouraged to learn.