| dc.description.abstract | The study sought to establish the administrative effects of labelling and gender stereotypes on the academic achievement of female students at Grade 12 level in Nakonde District of Zambia. The study adopted a descriptive survey design. Focus group interviews and questionnaires were used for the female students, in-depth interviews were conducted with head teachers and teachers responded to a close -ended questionnaire. Raw data from questionnaires was converted to graphical presentations, and tables.
The finding of the study established that female academic achievement is indeed influenced by the perceptions of teachers and students themselves. The study established that labelling has an influence on the academic achievement as echoed by female students who felt that their male classmates react negatively to them if they achieve low marks which makes them feel unable and useless in class. The study also established that gender roles have a negative influence on female learners’ academic achievement. However, because of positive expectations from teachers and positive labelling female students are developing positive self-concept as depicted by their choice of careers and desire to acquire tertiary education. Moreover, the study established that education has had a new focus with Government policies being put in place to cater for the girl-child’s education needs.
This researcher concluded that change of attitude towards the education of the girl child is crucial in enhancing academic achievement. The study made these recommendations; families, educators, curriculum developers and students themselves should be sensitized on the positive and negative implication of labelling at home, at school and in the design of teaching and learning materials. | en_US |
