The Relationship between Female Girls Education Policies and Academic Performance of Female Students in Rwanda

Abstract

The implementation of female education policies plays a significant role in promotion of academic performance and other schooling learning outcomes. The purpose of this study therefore was to establish the relationship between female girls’ education policies and academic performance of female students in Rusizi District in Rwanda. This study adopted correlation research design while structured questionnaires, interview guide and document reviews were used as data collection instruments. The target population was 283 respondents. The sample size was 166 obtained by the use of Yamane formula. The sample was obtained by the use of simple random and purposive sampling techniques. Questionnaire, interview guide and document review were used to collect the data. The findings revealed that 53.1% strongly agreed with recruiting and training gender sensitive teachers, 86.4% agreed with specifying the provision of alternative education for girls, 80.0% felt agreed with encouraging girls ‘participation. Thus, 77.0% felt female students received toilet support. The study recommended the government to make attention to the improvement of academic performance, education quality and pertinence in secondary schools and enable girls to achieve high level of learning outcomes. The community should abandon some harmful cultural practices faced by female students in secondary schools because they contribute to low esteem and ambitions. Secondary schools should adopt gender sensitive courses and give utter instructional materials like boos and other equipment. Keywords: Education policy, Girls’ education, Academic performance, secondary schools, Rwanda.