Examine the Reasons Behind the Academic Low Performance of Female Pupils at Elengaz Mixed Primary School in Khartoum State, Sudan.

Abstract

The purpose of the study was to evaluate the elements influencing the academic performance of female students at Elengaz Mixed Primary School in Khartoum State, Sudan. To meet the study's objectives, both quantitative and qualitative methods were utilized for data collection. Information was gathered from 24 female students and 5 teachers through group discussions. The findings revealed several factors impacting the academic performance of female pupils, including personal, socioeconomic, and school-related factors.
The majority of school pupils come from conflict-affected and underdeveloped regions, with their families displaced to the outskirts of Khartoum. Teachers and female students have identified girls' participation in domestic chores as a primary factor contributing to their low academic performance. The frequent absenteeism of female students is viewed as a significant challenge to their educational success, with involvement in household responsibilities and the school environment cited as major causes of this issue. During group discussions, girls expressed that gender discrimination leads to a preference for educating boys over girls. However, all female students expressed a desire to continue their education if provided with the necessary resources.
The research found that various complex factors contributed to the underperformance of girls. It suggests that efforts should be made to increase parental awareness, particularly among mothers, regarding the significance of education, as well as to create more supportive and accommodating school environments for girls.