Effect of Re-entry Policy Implementation on Readmitted Girls’ Academic Performance in Mathematics in Selected Secondary Schools of Mufulira District in Zambia
International Journal of Data Science and Analysis
Volume 5, Issue 5, October 2019, Pages: 73-85
Received: Jul. 13, 2019; Accepted: Aug. 22, 2019; Published: Oct. 5, 2019
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Authors
Nsalamba Gladys, School of Mathematics and Natural Sciences, Copperbelt University, Kitwe, Zambia
Simpande Alex, School of Education, Copperbelt University, Kitwe, Zambia
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Abstract
Zambia is one of the countries in the Sub-Sahara Africa that has an established Re-Entry Policy. The policy was declared in 1997 and allows pregnant school girls to go to school. The aim is to create academically healthy learning institutions in which both girls and boys are free. As per findings of this research, the Re-Entry Policy has helped reduce gender discrepancies in terms of equity in education. Sad though, the paper has reviewed that most reentered girls fail mathematics, a thing that disadvantages them because mathematics is used as criteria of purity for admission into university and well-paid jobs. As such, the purpose of this study was to investigate the effect of Re-Entry Policy implementation on readmitted girl’s performance in mathematics. In order to achieve this aim, a qualitative research approach guided by some research questions and objectives was undertaken. Data relating to the research was collected through interview guides and questionnaires, and analyzed using narrative techniques. Furthermore, purposive sampling technique was used because the study targeted a specific group of people and characteristics. The conclusion made through the findings of this paper were that the perceived poor performance in mathematics by reentered girls is a ‘socio construct’ and not solely due to the Re-Entry Policy. This implies that the implementation of the policy is what is key; hence, the variations in performance for reentered girls in individual schools.
Keywords
Gender, Gender Stereotyping, Gender Roles, Re-entry Policy, Performance, Reentered Girls, Sex
To cite this article
Nsalamba Gladys, Simpande Alex, Effect of Re-entry Policy Implementation on Readmitted Girls’ Academic Performance in Mathematics in Selected Secondary Schools of Mufulira District in Zambia, International Journal of Data Science and Analysis. Vol. 5, No. 5, 2019, pp. 73-85. doi: 10.11648/j.ijdsa.20190505.11
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Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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