Dropouts and academic performance among Hadzabe girls in primary and secondary schools in Karatu district, Tanzania
| dc.contributor.author | Mrisha, Upendo Kazael | |
| dc.date.accessioned | 2025-01-21T10:45:00Z | |
| dc.date.available | 2025-01-21T10:45:00Z | |
| dc.date.issued | 2013 | |
| dc.description | Dissertation | |
| dc.description.abstract | Access to education is a fundamental child’s right and therefore it should be universally provided to children regardless of their sex, ethnicity and vulnerability. This study was carried out to explore the academic performance as well as dropouts and the associated determinants among the Hadzabe Girls in primary and secondary schools in Karatu District, Tanzania. The study used a multistage sampling technique whereby divisions, wards, villages, and schools were purposively selected. Simple random sampling method was used to select continuing primary school Hadzabe girls and community representatives while the dropouts were obtained by using the snowball technique. A total of 136 respondents were involved in this study. The data collection process involved a questionnaire survey, interviews, focus group discussions and observation. Binary logistic regression and Independent-samples t-test were used as inferential statistics in addition to descriptive statistics such as means, frequencies, percentages and standard deviations. The findings indicated that the dropout rate of 29.7% was observed at primary school level, while that of secondary schools stood at 62.4%. It was also revealed that there was no significant difference in academic performance between the Hadzabe and non Hadzabe girls in secondary schools. However, home to school distance (p=0.044), food satisfaction (p=0.004), family migration (p=0.025) and forced marriage (p=0.046) were significant determinants for the Hadzabe girl drop out in primary school while isolation (p=0.034), distance (p=0.045), and food satisfaction (p=0.027) were significant determinants for Hadzabe girl dropout in secondary schools. The study recommends the implementation of education programmes should be participatory, considering the political and social-cultural context of the envisaged beneficiaries, and for this context, the Hadzabe communities. | |
| dc.identifier.uri | https://www.suaire.sua.ac.tz/handle/123456789/6506 | |
| dc.language.iso | en | |
| dc.publisher | Sokoine University of Agriculture | |
| dc.subject | Hadzabe girls-school dropouts | |
| dc.subject | Karatu District | |
| dc.subject | Hadzabe girls-academic performance | |
| dc.title | Dropouts and academic performance among Hadzabe girls in primary and secondary schools in Karatu district, Tanzania | |
| dc.type | Thesis |