THE RELATIONSHIP BETWEEN PARENT'S LEVEL OF EDUCATION AND THE ENROLLEMENT OF GIRLS IN SECONDARY SCHOOLS IN BUYENDE DISTRICT, UGANDA

Rebecca Tibanjagala; Doreen Akunda

doi:10.70572/agp.v2i5.92

Authors

Rebecca Tibanjagala School of Graduate Studies and Research, Team University, Kampala.
Doreen Akunda School of Graduate Studies and Research, Team University, Kampala.

DOI:

https://doi.org/10.70572/agp.v2i5.92

Keywords:

Relationship, Parents’ level of education, Girl child education, Buyende District

Abstract

Background

Globally, education is the foundation upon which any country's human social, cultural, economic, and political development is founded. The study aims to identify the relationship between parents’ level of education and girl child education in Buyende District.

Methodology

The study used a cross-sectional, correlational, and descriptive survey research design. The researcher used both qualitative and quantitative approaches. It involved 5 secondary schools in Buyende District, with teachers and students of the selected secondary schools as the respondents. The target population of the study was 204 participants.

Results

(64%) had a secondary level of education, (25.6%) with a diploma and (10.4%) bachelor's degree. Positive strong correlation (r=0.629, sig= 0.12), and moderately strong positive correlation coefficient (0.629) between parents’ level of education and enrollment rates of girls. A moderately strong positive correlation (r=0.542) between parents' level of education and completion rates of girls, then the correlation coefficient (0.702) suggests a strong positive correlation between parents' level of education and attendance rates of girls in secondary schools. The significance value of 0.018 indicates that this correlation is statistically significant at the 0.05 level (2-tailed), emphasizing the importance of parents' education in influencing girls' attendance.

Conclusion

Higher levels of parent education are associated with higher rates of enrollment, completion, and attendance among girls, highlighting the importance of parental educational attainment in facilitating girls' access to and success in secondary education.

Recommendation

The government should make comprehensive interventions that address the multifaceted nature of barriers faced by girls in accessing and completing secondary education. Such interventions should include initiatives to improve infrastructure, increase awareness about the importance of girls' education, provide financial support to disadvantaged families, and promote gender equality within communities and schools.

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