Factors influencing academic achievement of girls in Zimbabwean rural secondary schools

Despite considerable research on gender equality in education, there is limited research on why girls in rural areas continue to lag behind their male counterparts in academic performance. This qualitative multiple case study inquiry grounded in the Liberal Feminist theory explored factors that influenced the academic achievement of girls in two selected rural secondary schools in Zimbabwe. The sample consisted of twenty-two participants, who included two school heads, four teachers, and sixteen female learners, all of whom were purposively sampled from the selected schools. Data were gathered using unstructured interviews and focus group discussions, and analysed using thematic content analysis technique. The study established factors that influenced the academic achievement of girls included sexual violence, teachers’ negative attitudes towards girls, parental negative attitudes and domestic responsibilities. The findings have far-reaching implications, given that most girls in Zimbabwe, and other developing countries, especially in Africa, attend rural secondary schools. Sexual violence, encompassing harassment, assault and abuse, has profound effect on girls’ academic achievement. Teachers’ biases and negative attitudes towards girls can perpetuate a hostile learning environment, affecting girls’ academic achievement. The study recommends continuous use of awareness campaigns through seminars, workshops, and guidance and counselling programmes in rural secondary schools. By addressing these factors, teachers, policymakers and communities can work together empowering girls to achieve their full academic potential.