The influence of cultural beliefs on girls’ completion of lower secondary education in Kayunga District. A cross-sectional study.
DOI:
https://doi.org/10.51168/45em6v92Keywords:
Cultural Beliefs, Girls’ Education, School Completion, Kayunga District, Lower Secondary EducationAbstract
Background.
Girls’ completion of lower secondary education remains a critical concern in Kayunga District, where cultural norms continue to influence schooling outcomes. This study examined the relationship between cultural beliefs and girls’ completion of lower secondary education in Kayunga District.
Methodology.
A descriptive, correlational, and cross-sectional survey design was employed, using a mixed-methods approach to gather both quantitative and qualitative data. The target population comprised 550 individuals, from which a sample of 226 respondents was selected using stratified and purposive sampling. Data were collected using questionnaires, interviews, and documentary review checklists, and were analyzed using SPSS V26 for quantitative data and thematic analysis for qualitative data.
Results.
Most respondents (42.7%) were aged 16–17 years, 62.0% attended government schools, and 19.7% had experienced teenage pregnancy. Cultural beliefs strongly influenced schooling patterns, with high agreement on expectations of early marriage, domestic roles, and prioritization of boys’ education (mean scores ranging from 3.84 to 4.18). Many respondents confirmed that girls frequently drop out before Senior Four (Mean = 4.23) and often repeat classes (Mean = 3.87). A strong, statistically significant correlation was found between cultural beliefs and girls’ completion of lower secondary education (r = 0.731, p = 0.001). Regression results further indicated that cultural beliefs account for 75.9% of the variance in girls’ school completion (R² = 0.759), demonstrating substantial predictive influence.
Conclusion.
Cultural beliefs have a significant and strong positive correlation with girls’ completion of lower secondary education. Cultural norms such as early marriage, domestic role expectations, and negative perceptions of girls’ education continue to impede educational attainment.
Recommendation.
Community sensitization programs should be intensified to challenge harmful cultural norms that prioritize early marriage and domestic roles for girls over education. These campaigns should involve local leaders, parents, religious institutions, and cultural gatekeepers.
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Copyright (c) 2025 Diana Namazzi, Ass. Prof. Vincent Kayindu, Edmand Bakashaba (Author)
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