¹Mwibilicha Sefania Mallole, ²Shadrack Ernest Mwakalinga

^1,2Department of Education, Faculty of Arts and Social sciences, Jordan University College (JUCo), P. O. Box 1878, Morogoro – Tanzania

The study aimed at finding out the effects of sociocultural practices contributing to inhibiting female students from completing primary education. Descriptive survey research design and mixed method approach were employed. The sample comprised of 15 female primary school students, 8 head teachers 3 Ward Executive Officers (WEOs), 3 community traditional leaders and 1 District Educational Officer (DEO) (primary). Data were collected through questionnaires and interviews. The study came out with the following findings, some sociocultural practices leads to: hopeless and isolated female students at school, prepares girls for marital responsibilities than education, some girls fail to deliver their academic abilities. The study recommended that, parents and guardians need to be the centers of changes and valuing education to females as they value males, nevertheless strict laws which are protecting educational rights to all children should be observed so that no barrier to education is caused by the social cultural practices.

Social-cultural practices, and Primary education

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Volume 05 Issue 07 July 2022

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