GENDER BASED FACTORS AND FEMALE STUDENTS ACADEMIC PERFORMANCE IN HIGHER LEARNING INSTITUTIONS IN RWANDA: A CASE STUDY OF KIBOGORA POLYTECHNIC IN NYAMASHEKE DISTRICT

This paper examined gender related factors influencing female students academic performance in higher learning institutions in Rwanda with reference to Kibogora Polytechnic. The specific objectives were to determine the level of female students academic performance, structural cultural factors, socioeconomic conditions, and cultural factors and their effect on female students academic performance. The research surveyed female students and staff from higher learning institutions, involving 486 participants. A representative group of 220 was calculated using Yamane formula. Data was collected through semi-structured questionnaires, interviews, desk reviews, and pre-tests. Statistical Package for Social Sciences was used to generate descriptive and inferential statistics. To the first objective, results revealed that 86.4% accepted female attendance rate was increased, 77.0% contended that female student has active participation in class within higher learning institutions, 76.4% accepted that there is a rate of graduation. To the second objective, the research revealed that 74.5% accepted that the existing policies influence female academic performance, 86.4 accepted that the higher learning procedures have influenced female academic performance, 87.2% show an agreement and strongly agreement respectively. The correlation coefficient r=0.522 was produced with p-value of 0.000 of a two-tailed. To the third objective, 74.5% provided positive responses concerned with the number of girls and boys in the family has influenced female academic performance, 86.4% agreed domestic work performed at home influence negatively academic performance in higher learning institutions, Findings demonstrated the association between socio-economic and the success of performance of female students was 0.820 the p-value was 0.000 for 2-tailed. To the fourth objective, the research felt that 88.0% that domestic responsibilities reduce female willingness to school and educational activities. Correlation coefficient and the p-value demonstrate the existence of significant effect of cultural factors on female student academic performance. The study recommends that the Ministry of education should establish effective female sensitive policies. The society should leave unfavorable cultural norms and hand habits that affect female students in higher learning institutions owing to their effect in lowering self-confidence and academic target. Further studies should investigate effect creating awareness on female education at all level and to establish the forums to debate on societal factors hindering girls education.