SCHOOL RELATED GENDER BASED VIOLENCE AND STUDENTS ACADEMIC

PERFORMANCE IN SECONDARY SCHOOLS IN KAWEMPE DIVISION,

UGANDA

BY
KYOMUGISHA SHEILA KETRAH
1173 – 06404 - 10804

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 CHAPTER ONE
GENERAL INTRODUCTION
1.0 Introduction
This chapter presents the introduction to the study which covers: the background of the study,
statement of the problem, objectives of the study, research questions, significance of the study,
scope of the study, limitations of the study, conceptual framework and assumptions of the study.

1.1 Background to the Study

Access to education is a crucial right for all children, and plays a vital role in poverty reduction
and socio-economic development. Children’s education and protection rights are neither
regarded nor satisfied by States when school-related gender violence and abuse put boys and
girls physical and psychological well-being at risk. Gender violence in and around schools has
been perceived in recent years as a serious worldwide phenomenon that has been disregarded for
a really long time in the school environment. Schools are not generally the child-friendly places
they are presumed to be (Ellis, 2014). Gender based violence (GBV) remains to be a global
concern regardless of geographical, cultural, social, economic, ethnic, or other boundaries
(UNESCO, 2014). It happens both within the school and outside the school environment.
However, gender based violence in schools is a complex, multifaceted societal concern (Save the
Child & Action Aid, 2010) referred to as School Related Gender Based Violence (SRGBV).
SRGBV includes violence or abuse that is based on gendered stereotypes or that targets students
on the basis of their sex, sexuality, or gender identities. The underlying intent of this violence is
to reinforce gender roles and perpetuate gender inequalities. It includes rape, unwanted sexual
touching, unwanted sexual comments, corporal punishment, bullying, and verbal harassment
(Kibriya, Tkach, Ahn, Valdez Gonzalez, Xu & Zhang, 2016). SRGBV is also a violation of basic
human rights, particularly to children who are defenseless, and represents a major hindrance to
participation in education, gender equity and to the realization of Education for All (EFA) goals
(Alexander, 2011) and now the recent Sustainable Development Goals (SDGs).

The EFA, and part of SDGs key objectives is to strongly advocate for international education
agenda and enhance gender equality in education. These objectives have been key in attracting
international attention and guiding the educational operations over time. Through these

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initiatives, considerable gains have been made in access to education in both developed and
developing Nations (Concern Worldwide, 2013). Amidst these initiatives, SRGBV continues to
be one of the most pervasive yet least recognized human rights violations in the world and a
major challenge to the achievement of EFA across the globe. Plan and Child Helpline
International (2011) has established that globally, between 500 million and 1.5 billion children
experience violence every year, mainly within schools. Furthermore, an estimated 150 million
girls and 73 million boys experienced sexual violence. In the United Kingdom, it has been
established that SRGBV in and around schools is a major barrier to the realization of all
children’s rights to education, and protection from all forms of violence and abuse (Pinheiro,
2006).

In Bangladesh a survey by Plan programme (2007) established that 91% of school children
reported having been physically punished and in India study carried out across 13 states found
out that more than half of children reported having been involved in different forms of sexual
abuse. Surprisingly in Swaziland, one-third of girls between ages13 and 17 revealed that their
first sexual experience was forced and that it took place in their own homes (Fraser, 2012).

A study by Save the Children in Yemen revealed that 31 per cent of school children were
exposed to sexual abuse (Leach et al., 2013). A similar 2008 study in Lebanon showed that 16
per cent of school children reported sexual abuse, majority being girls. In a similar study in Peru,
169 teachers were prosecuted because of rape and other inappropriate behavior in 2007 alone
(Ibid). Gender based violence has no boundaries and the cases are wide spread across the world.
The trend has however been that, girls are most at risk of Gender Based Violence within and
even outside school environment, but boys are also vulnerable (United Nations Girls' Education
Initiative (UNGEI, 2013).

Majority of the gender based violence cases occur at home or in school, committed by persons
known to the victims (Wanjiru, 2011). Cases of peer-to-peer sexual harassment have been
experienced frequently in both primary and secondary schools. Wubs, Lief, Alan, Sheri, Hans,
Sylvia and Catherine (2009) in a survey on dating violence among school students in Cape Town
South Africa and Dar es Salaam, Tanzania found out that, 10.2% - 37.8% of the students had

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been victims of sexual violence, 3.1% - 21.8% had been perpetrators, while 8.6% - 42.8% had
been both. This compares with the global survey by World Health Organization (2002) which
established that 150 million girls under the age of 18 had experienced sexual violence, while
36% –62% of reported sexual assaults were committed against girls who were 15 years or
younger.

Global data on SRGBV are fragmented. While there is some evidence on the harmful effects of
SRGBV, its impact on academic achievement in particular has not been studied extensively. In
Botswana, a study by Kibriya, et al., (2016) in depicts the negative effect of being bullied weekly
on student performance in reading, science, and math. Students who experience bullying score
lower than those who are not bullied. Similarly in Ghana, students who experience bullying
perform worse academically than non-bullied students. In South Africa, students who are bullied
score between 13 and 25 points less than those who are not bullied, corresponding to a 3% to 6%
decrease. Overall the study demonstrated bullying as a key factor that drives a decrease in
academic performance in Ghana, Botswana and South Africa. Bullying statistically overpowers
other influences on student performance, particularly in Botswana and South Africa. Other
factors that emerged through this study that influence students’ academic performance include
students’ sex and age, teachers’ sex and experience, parents’ education, and geographical
location. However, in all countries the effect of bullying was more influential than the individual
effect of these other variables. This shows the enormity of gender violence in students’ academic
performance although this did not take into account the other SRGBV forms.

In Uganda it is not clear on the origin of gender based violence in school however, the first case
to be publicly highlighted can be traced back to 1991 where high school male students invaded a
girls' dormitory and raped more than 70 girls, another 19 female students died while escaping
from the attack at a tender age of 15 and below (Sang, 2008). In July 1996, several girls were
attacked and raped within the school compound in Kawempe division. In 2006 there was yet
another case of mass rape against schoolgirls in which approximately 15 girls were victims as
fellow students staged a protest within the school in the middle of the night (Mathiu, 2008). In
2007, a group of boys in who were demonstrating against their internal school administration and
conditions raided a neighboring girls school and sexually assaulted the girls (Ruto & Chege,

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2006). In all these incidents there is an orgy of gender based violence and sexual assaults
targeting the girls and suggests an emerging culture of mass sexual violence against girls in
schools in Uganda.

Outside the school environment, increase in gender based violence against school going children
still remains to be a challenge. According to Munyui (2004) the Uganda police recorded 1,987
cases of rape in 2001 compared with 2,908 reported cases in 2004 which accounts for 46.4%
increase between the duration under study. These are the cases that were reported others
occurred but remained unaccounted for. The actual figure is thought to be higher considering that
not all violations are reported. In Kawempe division the prevalence level of gender based
violence against school going children stands at 47% (Githinji, 2011).

Statistics indicate that although boys have been victims of gender based violence and sexual
assault girls are more vulnerable (Githinji, 2011). The World Health Organization (WHO)
estimates are that between 36 and 62 percent of all sexual assault victims are aged below 15
years. Further statistics from Nairobi Women’s hospital in Nairobi indicate that 55% of those
who are sexually violated are girls aged 0-15 years (Munyui 2004). Gender based violence
against girls includes group rape attacks of girls that occur periodically.

GBV has various effects on the psychological, social and economic life of the victims. It has
been identified as a profound health problem, compromising victim’s physical health, and
eroding their self-esteem. In addition to injury, violence exposes women to other health risks.
Sexual abuse enhances risk of unintended pregnancy, sexually transmitted diseases, and adverse
pregnancy problems among women. The costs of handling sexual violence remains high but in
almost every society in the world there are social institutions established to address gender based
violence which adds to the cost of GBV (Heise, 2002).

Generally, the performance in secondary schools in Uganda has been dismal. For instance, in the
year 2019, the percentage of candidates who obtained grade C+ and above was 28.36% which
was lower when compared to 29.12% in 2018. Students who scored D+ and above which was

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considered as the pass level in 2019 were 68.46% compared to 71.16% in 2018. The pass rate
was again slightly lower in 2019 when compared to 2018 (Kilonzo, 2013).

In Uganda, Gender based violence in schools manifests itself in a number of ways which include
rioting, sexual harassment, fighting and bullying. These activities have a significant negative
effect on the smooth running of school activities besides affecting the students’ personal security
and their emotional stability. For instance, violence may contribute to lifelong physical
deformities, humiliation, disinterest, withdrawal, poor academic performance, high dropout rates
and even death of affected students (Ruto, 2009). The implications of violence are far-fetched
and have both direct and indirect impacts on the life of the child in general and participation in
school activities. Sexual, physical and psychological abuse frequently occurs together. There is
also emotional distress leading to depression, anxiety and anger. All these impacts negatively on
the social life of students and is likely to result in poor academic performance.

In Kawempe Division Statistics from the Kawempe Sub County Hospital (2018) indicate that at
least 3 to 4 cases of GBV are reported monthly. Further, statistics from the Kawempe Division
Education office in (2018) revealed that UCE and UACE performance had declined from a mean
score of 5.08 in 2019 to 4.98 in 2018. In 2018 there was a slight improvement to a mean score of
5.00 which was still below the 2019 performance.

1.2 Statement of the Problem

Gender based violence has been a major social problem in the Sub Saharan African countries and
has had a far reaching effect on economic development especially through discrimination of one
gender from active participation in economic development. Erosion of the social fabric and
moral values has also emerged in the recent development in gender based violence especially
among the young. Cases of gender based violence in Uganda have been on the increase within
school environment (Munyui, 2004; Ruto & Chege 2006; Sang, 2008; Mathiu, 2008, Githinji,
2011), the most common forms of gender based violence being sexual harassment perpetrated by
peers, teachers and members of the community. Statistics from Kawempe Division Hospital
(2014) indicate that at least 3 to 4 cases of GBV are reported monthly. At the same time

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Kawempe Division Education office in (2018) revealed that UCE and UACE performance has
been declining from a mean score of 5.08 in 2018 to 4.98 in 2019.

Global data on SRGBV are fragmented. While there is some evidence on the harmful effects of
SRGBV, its impact on academic achievement in particular has not been studied extensively.
Studies in Uganda on gender based violence on school going children has focused on the number
of cases rather than the effects and impacts. Kibriya, et al., (2016) depicts a number of factors
that influence students academic performance such as students’ sex and age, teachers’ sex and
experience, parents’ education, and geographical location. However, violent acts such as
bullying were more influential than the individual effect of these other variables. In Kawempe
Division, data on the effects of SRGBV on academic performance remains scanty. This study
specifically seeks to identify the common types of school related gender based violence cases
that take place in secondary schools, including the current trend of SRGBV and its effects on the
performance. The study will also seek to identify the measures that have been put in place to
mitigate against the effects. It is with this in mind that the current study will broadly seek to
determine the relationship between school related gender based violence and students academic
performance in secondary schools in Kawempe Division.

1.3 Purpose of the Study

The study will seek to investigate the relationship between school related gender based violence
and secondary students academic performance in UCE and UACE examination in Kawempe
Division.

1.4 Objectives of the Study

This study will seek to fulfill the following objectives.
i. To Identify the common types of school related gender based violence cases in secondary
schools in Kawempe Division.
ii. Establish the trends in gender based violence in secondary schools in Kawempe Division
iii. Determine whether school related gender based violence affects students academic
performance in secondary schools in Kawempe Division.

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 iv. Identify the measures that have been put in place to mitigate against the effects of gender
based violence in secondary schools in Kawempe Division.

1.5 Research Questions

The following will be the research questions that will be addressed in this study;
i. What are the common types of gender based violence cases in secondary schools in
Kawempe Division?
ii. What are the trends in gender based violence in secondary schools in Kawempe
Division?
iii. Does gender based violence affect students academic performance in secondary schools
in Kawempe Division?
iv. Which measures have been put in place to mitigate against the effects of gender based
violence in secondary schools in Kawempe Division?

1.7 Scope of the study

1.7.1Content scope
This study will consider school related gender based violence as independent Variable and
secondary students’ academic performance in UCE and UACE examination in Kawempe
Division as Dependent Variable.

1.7.2 Geographical scope

This study was carried out in Kawempe Division which is one of the five divisions of Kampala
District. It covers about an area of 25square kilometers or 3245.20 hectares, 22 parishes and 126
villages. It had an estimated population of 150,245 people in 1991 with a density of 49. By 2004
the population had risen to about 323789 with a density of 100 (Mugaga, 2006). It will be easy
and cheap to collect data in a short period of time since Kawempe Division is readily accessible
by the researcher.

1.7.3 Time scope

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In this study, the research considered a period of six years that is from 2013-2018. This is
because the area under investigation faced a huge decline in performance of students due to
school related Gender based violence (Kawempe division Annual Report, 2019).

1.8 Significance of the Study

This study may bring into light the emerging SRGBV issues and their manifestations in
Secondary Schools.
It is also hoped and intended that, this information will assist school managers in identifying,
monitoring and handling cases of GBV in schools.
This information may also assist school managers in designing programmes to reduce the cases
of SRGBV which is hoped to help in taming the declining performance in secondary Schools.

It is also hoped that the study may assist the ministry of education in developing policy measures
to tackle GBV in schools and develop strategies for improving the much sought performance in
schools. Further parents and the community at large may also benefit by being able to identify
the forms and effects of GBV which will assist in addressing the problem of gender based
violence in and out of schools, this is hoped to have a trickle-down effect to the community as a
whole.

1.9 Definition of key term

Gender: Refers to the socially/ culturally determined power relations, roles, responsibilities and
entitlements for men and women. The social constructs vary between cultures as well as over
time. In this study gender will be categorized as either male or female.

Gender based violence: This refers to any form of act of violence that may result in or is likely
to result in physical sexual or psychological harm or suffering to women and men on the basis of
gender.

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UCE and UACE: These are abbreviations for the Uganda Certificate of Education or Uganda
advanced Certificate of Education, which is an examination administered to students at the end
of the four year and six years secondary education level.

Non-Consensual Touching: In this study is used to refer to the act of touching by a member of
the opposite sex without consenting.

Performance: This is a broad term which incorporates the performance of students in class and
out of class. It also captures UCE and UACE performance at the end of secondary education
curriculum. This study will focus on academic performance on the academic grades.

School Related Gender Based Violence: In this study it refers to gender based violence that
occurs in and around schools. These include and not limited to sexual harassment, fighting,
seduction, non-consensual touching, bullying, hitting, punching, kicking or threats.

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 CHAPTER TWO
LITERATUREREVIEW
2.0 Introduction
This chapter presents a review of literature on studies that have been done on gender based
violence in schools focusing on the global perspective, regional perspective, local perspective
and their effects on students’ performance in school. The section will be guided by the study
objectives in discussing the studies then highlight the gaps in literature that need to be filled.

2.1 Theoretical Frame work

This study will be guided by social feminism theory. The feminism theory states that women
oppression is a complex issue and is determined by a variety of factors, such as economic, social
and psychological. The theory attempts to synthesize best insights based on the Marxist and
Radical feminism. This theory posits that capitalism, male dominance, racism and imperialism
are interrelated issues that are inseparable. Socialist feminism takes more historical than
biological stance and tends to be more specific rather than universal. It takes into consideration
the differences among human beings based on parameters such as class, sex, age, race, ethnicity,
nationality and sexual orientation. According to the theory, women, like all human beings, are
characterized primarily by the social relations they inhabit. These dimensions shape a woman’s
life experience.

The feminist theory perceives rape as a function of mechanism of social control in patriarchal
dominated societies (Riger and Gordon, 1981). Feminist theorists argue that men assert their
power using rape and the fear of rape to maintain the existing system of gender stratification
(Adamec and Adamec, 1981). Furthermore, Clark and Lewis (1977) predict cases of rape are
more likely to occur in societies where women are perceived as merely sexual and reproductive
possessions of their men. In such environments, men tend to sustain their power and privilege
and enforce what they call their sexual rights using threats and force against women.

The feminism theory further attributes rape to traditionally perceived gender-role attitudes
(Curtis, 1975; Russell, 1975; Weis and Borges, 1977).Consequently, norms which are attributed
to masculinity, such as dominance and aggression, encourage men to sexually exploit women.

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Considering that the acquisition of sexual scripts is closely allied to the development of gender-
role identities, it is imperative to state that male sexual behaviour is deeply engraved in the
traditional masculine traits of dominance and aggression (Gagnon and Simon,
1973).Brownmiller (1975) perceives rape as an act of power that provides a basis for male
bonding and enforcing masculinity by undermining and dehumanizing the female victims. This
type of gender violence against women is perpetuated in part by the belief in rape myths. Rape
myths prejudicial and untrue beliefs about rape that serve to justify why violence against women
is perpetuated by shifting the blame on the women that they are themselves responsible for
becoming victims of rape (Burt, 1980).

Feminist theory was used in the current study to define gender based violence and in identifying
its different forms and manifestations in schools. The theory defines sexual violence in terms of
offensive activities that one gender engages in to exercise dominance over the other gender. In
the current study, gender based violence is defined as the exercise of dominance of one gender
over another. For instance in sexual harassment, fighting, bullying, seduction and non-
consensual touching of students from one gender by others from the opposite gender can be
viewed as exercise of power of one gender over another when it is performed forcefully without
the consent of the other party. This could happen for both girls and boys perpetuated by teachers,
fellow students or members of support staff within the school. The power driving this dominance
could either be physiological, economic, social and psychological.

2.2 Conceptual Framework

This study will conceptualizes that gender based violence in schools occurs in different forms.
The study will further conceptualizes that; the drive to commit gender based crimes may be
motivated by several factors (intervening variables). First is the school environment which plays
a major role in shaping students discipline and selfcontrol. Secondly the environment students
are exposed to at home, and the people they interact with could greatly influence their
involvement in gender based crimes. Finally, peer pressure has been identified as one of the
major factors that influence adolescents to commit crimes therefore it could also have a major
role to play in gender based violence in schools.

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 Independent variables
School Related Gender Based Dependent variables
Academic Performance
Violence
 Grades obtained in
Types of Violence UCE and UACE
 Sexual harassment  Interest with
 Fighting schooling
 Bullying
 Students motivation
 Seduction
 Non-consensual
touching

Intervening variables

 School environment
 Home environment
 Peer Influence
 Management of
SRGBV

Figure 2.1: Conceptual Framework on School Related Gender Based Violence and Academic
Performance

The main independent variable of the study is the school related gander based violence which
was operationalized using the different forms of gender based violence eminent in schools which
include: sexual harassment, fighting, bullying, seduction and non-consensual touching. The study
was of the view that as a result of GBV victims of sexual violence suffers physically,
psychologically and socially which affect their academic grades in school. Threats, harassment,
physical violence or fear of violence constrain victim’s life choices. This factors may adversely
affects victims’ health, self-esteem, anxiety, attendance in school, attentiveness in class and also
their motivation for schooling which may lead to low performance, depression by the affected
students and lack of interest with schooling. According to Florida (2001), children may
experience a wide range of emotions some of which may be new and therefore doubly
distressing. Students are thus insecure and afraid of the future.

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Oliveira, Menezes & Oliveira (2018) on the other hand showed that bullying has a negative
impact on performance in mathematics and that social emotional skills can help students deal
with bullying. Mundbjerg et al. (2014) established a causal relationship between bullying in
elementary school and future outcomes in Denmark, establishing that bullied children have lower
academic achievement in 9th grade and that the effects are larger when bullying episodes are
more severe. When there are no SRGBV there can be good performance and the students will be
highly motivated in their school activities. When teachers demand sex from female students and
‘reward’ them for sex with high grades in tests and exams, the idea is perpetuated that academic
success is tied to girls’ sexuality rather than their intellect. Gender based violence in schools may
affect student’s social and psychological life negatively therefore affecting academic
performance. Based on the above indications, the conceptual framework is designed to show the
causal relationships being investigated between the different forms of school related gender
based violence and student academic performance measured in terms of grades achieved in UCE
AND UACE. Their interest with schooling and motivation were also considered to determine the
effects of school related gender based violence.

2.3 Related literature

2.3.1 Types of Gender Based Violence in School
The concept of gender assumes different meaning in different context based on the social
environment, such as class, race, caste, ethnicity and religion. However, manifestations of gender
based violence are common across especially based on the relative powerlessness of women in
patriarchal societies (Baldasare, 2012). Several studies have been conducted to describe the
different forms and magnitude of gender based violence situation in different regions of the
world as discussed in the following sections.

Leach (2008) classified gender based violence in schools in to two: explicit and implicit gender
violence. Explicit gender based violence as defined by Leach refer to cases that are overtly
sexual in nature, which may involve aggressive or unsolicited sexual advances or other forms of
sexual harassment which may include touching, pinching, grouping and verbal abuse, and acts of
intimidation, assault, forced sex and rape. On the other hand implicit gender violence cases are
defined as those which involve actions that are less visible and directly gendered. These happen

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in daily school routines and activities that reinforce gender differentiation. Implicit gender
violence in schools according to Leach may include corporal punishment, or acts that indirectly
encourage violence.

According to WHO (2011), SRGBV may include acts such as verbal, physical, sexual,
psychological, emotional or symbolic violence. These include both bullying and cyber-bullying.
These are thus the ways in which experiences of, and vulnerabilities to, violence may take a
gender dimension. SRGBV thus may include individuals action or a society’s practice or
traditional. It may also include gendered expectations that negatively impact on the rights of
children with regard to access to education. It can take place through different paths: among
students themselves, or between students and teachers, and/or between family or community
members and students. The practice of SRGBV leads to an unsafe schooling environment and
can also lead to drop out from school.

Studies undertaken on different forms of gender based violence indicate that cases and forms of
gender based violence are not fixed, they evolve with time, and differ based on circumstances
and cultures (Reuters, 2002). Baldasare (2012) has also acknowledged that Patterns of GBV vary
from place to place, as do cultural and legal understandings of its acceptability. According to
Meyer (2008) sexual harassment may take on two distinctive forms. The first one involves
unwanted sexual attention such as jokes, touching, hugging, sending text messages through email
or the phone or even demanding for a date. The second one involves sexual coercion in return for
some benefits such as demands for sexual favours in order to pass an exam or get a promotion at
work. The two classifications by Meyer and Leach compare in that they categorize GBV based
on the extent of the crime and the likely effect on the victims.

2.3.2 Trends of Gender Based Violence in Schools

Cases of gender based violence in schools are not only reported in the developing world but also
very common in the developed world although they manifest in different ways and assume
different forms. Baldasare (2012) states that GBV is endemic to all communities around the
world and affects people from every class, race, age, religion and national boundary, varying in
degree and different ways. Globally, a WHO (2011) multi-country study found out that between

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15 to 71% of women reported experiencing physical and/or sexual violence by an intimate
partner at a certain instance in their lives, while another study by UNICEF (2009) found out that
globally nearly one third of adolescent girls worldwide reported that their first sexual experience
was forced, and almost half of all sexual assaults were against girls 15 years of age or younger.

An earlier UN study on Violence against Children in Asia, Latin America and the Caribbean also
asserts that this was a common phenomenon in these countries despite their level of civilization
(Pinheiro, 2006). Most of the victims are school going children below the age of 15 years. This
implies that global vulnerability to sexual assaults for the school going girl child world wide
requires understanding and measures to be put in place to counter it. Globally, cases of SRGBV
are highest in developing countries, with some of the most extreme rates in African countries
(Baldasare, 2012). Majority of these violence cases reported are committed within the school
environment.

In Sub-Saharan Africa, studies from at least nine countries, seven of these countries featured in a
USAID 2003 annotated bibliography of unsafe schools, the other two are from Benin (Wible,
2004) and Togo (Plan Togo, 2006) revealed a recurrent sexual abuse together with harassment
among school going children. This involved both boys and teachers, both gender repeatedly
indicated that some teachers in their schools abused their position of authority to demand sexual
favours from them in order to be awarded better/ good grades or in order to be accorded
preferential treatment in class or money or both. The study further established that despite the
attention given to such cases of teachers’ sexual misconduct, the evidence points to older
students being the main source of violence against girls. These studies however focused on
establishing the presence of SRGBV across different countries in Sub Saharan Africa without
consideration of the effects on victims’ academic performance.

A survey conducted by Rossetti (2001), among 560 students in Botswana found that 67% of the
students had experienced sexual harassment by teachers, some of whom were boys. Another
20% indicated that they have been asked for sex by teachers and 42% of them accepted to
comply for fear of the consequences if they refused. Another survey by Brown’s (2002) in Ghana
where 466 primary and secondary students were sampled found out that 13.5% of the girls and

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4.2% of the boys had been victims of sexual abuse in school. This survey implies that GBV
affects both boys and girls with teachers being perpetrators.

In Ugandan schools, sexual abuse and harassment is therefore evident and can either be direct
such as forced sex or indirect such as punishments in schools. Variation in intensity, definitions
and manifestations differ based on culture and other sociodemographic factors but the motive
remains the same across (Githinji, 2011). This review also reveals that, although majority of the
GBV cases reported in schools are perpetrated by the teachers, some are also perpetrated by
students and also both genders are affected although the female gender is more vulnerable.
However the effects of these SRGBV have not been explored (Ruto & Chege, 2006). As seen
from this literature, both gender are affected although the magnitude of the effects is not known.
Therefore the current study will reveal statistics on extent to which each gender is affected on
academic performance in KCSE. This study sought to establish the trends in SRGBV and then
evaluate the measures put in place in Schools by different stakeholders to fight it.

2.4 Relationship between GBV and Academic Performance

Effects of gender based violence on academic performance of students in schools still remain to
be an issue of concern especially globally (United Nations, 2006). Studies have been done to
justify the effects of gender based violence in schools and to unravel the effects of GBV on a
child’s education. Even though studies have been able to link gender based violence in schools
with poor performance and drop-out, there is no clearly concise linkage on the cause and effect.

Leach, et al. (2003) while studying on the impact of gendered experiences on retention and
achievement found that gender based violence in the form of sexual intimidation, verbal abuse
and physical assault was a significant contributor to irregular attendance and under achievement
of girls in school. Further, the study revealed that, pregnancy along with early marriage, are also
a major reason for girls’ drop-out since School girls who became pregnant rarely returned to
school.

A study done by Ruto (2009) on sexual abuse of school age children: evidence from Kenya by
purposively selecting 10 districts in Kenya found out that child sexual abuse was detrimental to

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the child’s personal developmental growth. The study further revealed that learners’ school
participation suffered when knowledge that something happened between them and the teacher
spread. This would highly affect students’ concentration in academics therefore affect their
performance. If violation results in pregnancy, school attendance is automatically curtailed.
Efforts to get statistics on school girl pregnancies were unsuccessful. This study tried to establish
the link between GBV and issues related to education however, it does not establish a direct link
with classroom performance. The current study sought to identify and compare the academic
performance of students who have been victims of GBV with the rest of their colleagues who
have not.

Njoroge (2010) in a different study on the impact of gender based violence on girl child
education in Kinango District, Kenya revealed that, the existence of gender based violence in the
country denied girls the opportunity to attend school, participate effectively, compete and enjoy
quality education. Violence and abuse being prevalent at schools is a major hindrance to the
education of girls and negatively influencing their school performance. This study also brought
out the effect of GBV in terms of access, active participation and drop-out from school that
would reduce the chances of performance for the victims of GBV in schools although it focuses
more on girls and overlooks the boy child who is also a victim of sexual assault by their peers
and teachers. In the current study the focus was directly on how SRGBV affects students’
academic performance. Further the study examined GBV for both gender as opposed to Njoroge
(2010) who focused on girls alone.

2.5 Measures Taken to Fight School Related Gender Based Violence

Different countries have adopted different strategies in the fight against gender based violence in
schools. The United Nations [UN], (2006), world report on violence against children explored
violence against children in five settings, the home and family; schools and educational settings;
care and justice institutions; the work-place; and the community. Some of the recommendations
provided for action included urging states and other stakeholders to: strengthen international,
national, and local commitments to end violence against children; prohibit all violence against
children in national law; promote non-violent values and awareness raising; enhance the capacity
of those who work with or for children; ensure accountability and end impunity; and to take a

18
range of other actions to prevent violence against children and to respond to it effectively if it
occurs. The focus of this report was general, not specific on the gender based violence especially
in schools which is one of the environments focused.

Five years later a follow-up study conducted UN (2011) dubbed the global update on violence
against children reiterated recommendations of 2006 study, as well as provided additional
recommendations that called on the provision of recovery and social reintegration services; to
ensure the participation of children; create accessible and child-friendly reporting systems and
services and address the gender dimension of violence against children; develop and implement
systematic national data collection and research efforts.

Though the reports increase awareness and disseminate information on violence against children
generally, the reports only briefly discuss violence in the school setting and hardly mention
school related gender based violence. UNESCO has published two gender-sensitive reference
materials to help teachers address school related gender based violence (Kozai, 2013). Kozai
further reiterates that though several states have implemented policies or programmes addressing
school related gender based violence through legislation or safe school initiatives, the majority of
states have not established an integrated or multi- sectoral plan to comprehensively address such
violence.

UNFPA (1999) states that the war against gender based violence can be won through, a multi-
sectoral team approach to prevent and respond appropriately to sexual and gender based
violence. The guiding manual further states that a committee or task force should be formed to
design implement and evaluate sexual violence programming at the field level. Some of the
measures put in place by UNFPA include: involvement of both gender in promoting a safe
environment, information, education and communication, protection of victims immediately
following an incident of sexual violence, medical care and psychosocial care to victims.
However, these measures are directed to victims in refugee camps. The nature of confinement in
refugee camps however can be closely related to that of schools especially with the restricted
movement and the accommodation of both genders in the same environment.

19
In Uganda, responses by education authorities to allegations of teacher sexual misconduct have
usually been marked by complacency and obfuscation and that government action has been
limited to tightening teachers’ codes of conduct and legislating to make sexual relations with
students a prosecutable offence (Njoroge, 2010). The lack of reliable statistical evidence with
which to convince policymakers of the need to take action, the silence surrounding what is seen
as a sensitive issue, traditional cultural views that find sex between older men and young girls
acceptable, and uncertainty among teachers, parents and children about how to report incidents
are contributing factors. Teachers are rarely expelled from the profession, even when the student
is pregnant; at most, the offending teacher is transferred to another school (Ruto, 2009).Indeed,
not all education officials, parents, teachers and the girls themselves disapprove of teachers
having sexual liaisons with their students, especially in rural areas where marriage to a man with
a government salary is much valued.

2.6 Summary and Gaps in Literature

Studies reviewed have shown that gender based violence is a common scenario in schools not
only in the country but also in all parts of the world though the situation is more severe in Sub-
Saharan African countries where majority of these cases even go unreported. It is also evident
that the gender violence cases experienced vary across regions, culture and other socialization
factors. However, sexual harassment, fighting, bullying, seduction and non-consensual touching
are common forms of GBV in schools across regions. Schools have also been identified as areas
where GBV is adversely perpetrated by both teachers and fellow students.

Majority of the studies reviewed have focused on the effects of GBV on developmental growth,
and also in drop out and stigma of the victims which is perceived to affect academic
performance. However, there is no clearly drawn link to show whether these translate to
academic performance especially on students who continue to stay in school after experiencing
GBV. This study therefore filled in the gaps in literature on how GBV in school affects students’
academic and social performance. Studies on GBV have also focused more on girls and
overlooked the boy child who is also a victim of sexual assault by their peers and also teachers.
Therefore, this study investigated GBV in both boys and girls. The study also identified ways in
which GBV in schools can be combated.

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 CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter presents the methodology adopted in conducting the study. The methodology is will
be presented in several sections: study design, study location, target population, sample and
sampling procedures, data collection tools, piloting of research tools, validity of the study,
reliability of research instruments, data collection procedure, data analysis, ethical and logical
considerations.

3.2 Study Design

The study will adopt both qualitative and quantitative paradigms. A descriptive survey design
will be used to carry out the study. Mugenda and Mugenda, (2003), state that descriptive
research describes the state of affairs as it exists. This is a method of collecting information by
interviewing or administering a questionnaire to a sample of individuals. Through this design the
researcher will ensure construction of questions that solicited the desired information, identified
the respondents, identified the means by which the survey was conducted and summarized the
data in a way that provided the designed descriptive information. This design will be suitable for
the study because, it will seek to explore how gender based violence affects performance of
students in secondary school by taking into account different forms of gender based violence
common in secondary schools. The design will also be chosen because of its efficiency in
collecting descriptive data regarding characteristics of a sample of a population and generalizing
the findings to the entire study population. Being as social phenomena, the concept school
related gender based violence could only be described by seeking views of the victims and their
close associates such as fellow students, teachers and head teachers.

3.4 Study Population

The study population in this study will be 3256 secondary school students, 18 guidance and
counseling teachers and 18 school principals in public secondary schools in Kawempe Division.
Principals and guidance and counseling teachers are considered to be knowledgeable on the
cases of gender based violence in their schools, their manifestation and measures put in place to
curb the menace. Students are the victims and in most cases the perpetrators of GBV in schools

21
therefore they are better placed to provide information on the observed cases of gender based
violence in the past and how they affect them or their colleagues’ academic performance.
Guidance and counseling teachers on the other hand handle the cases of gender based violence
internally while principals handle the cases within the schools and externally with external
stakeholders.

3.5 Sampling Procedures and Sample Size

3.5.1 Sampling Procedures
The study will employ stratified, purposive and simple random sampling methods to select the
respondents. Stratified random sampling will be used to select the individual secondary schools,
in the division where papers bearing numbers will be folded and put in a container; mixed
thoroughly and picked at random and schools corresponding to numbers picked will be included
in the sample. Mugenda & Mugenda (2003) advise that in purposive sampling, cases are
handpicked because they are informative to the study. This strategy will be used in picking all
the head teachers and guidance and counseling teachers from selected schools to participate.
Students on the other hand will be selected using simple random sampling from the entire
population of sampled schools.

3.5.2 Sample Size

The sample size for students will be determined using the formula by Nassiuma (2000) as shown
below:
n= (Ncv2) / ( cv2 + (N-1) e2 )
Where
n= Sample size
N= Population
Cv= Coefficient of variation (take 0.5)
e= Tolerance at desired level of confidence, take 0.05 at 95% confidence level
Upon substitution: n= (3256*0.52) / 0.52 + (3256-1) 0.052 )
n= 97

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Therefore, the student sample for the study will be 97 students. All the 18 principals and one
guidance and counseling teacher from each of the 18 sampled secondary schools will be selected
to take part in the study. The sample for the study will therefore be 133.
The sample distribution is shown on the sample matrix on Table 3.1.

Table 3.1: Sample Distribution Matrix

Population Category Target population Sample Size Percentage in Sample
Principals 18 18 13.5
Guidance and 18 18 13.5
Counseling teachers
Students 3256 97 73.0
Total 3292 133 100
Source (Researcher, 2020)

3.6 Data Collection Instruments

The study will use questionnaires to collect data. According to Kombo and Tromp (2006)
questionnaires are the instruments most suitable for descriptive research design. Questionnaires
reduce biasness in research since there is uniform question presentation. Questionnaires also
allow collection of data from a large number of subjects simultaneously and provide for
investigation with an ease of accumulation of data with confidentiality (Graveter & Forzano,
2003). Therefore they are suitable for large sample sizes and wide geographical coverage. The
main reason why questionnaires were used in this study was because of sensitivity of disclosure
of GBV information.

The tool will help victims in disclosing confidential information without being identified. Hence
this tool was used for all categories of respondents. Anonymity in the use of questionnaires helps
to produce more candid answers and protect the student. However, questions will be adapted for
each category of respondent to suit the level of information they have on the subject. The
students’ questionnaire (Appendix I) comprised of structured and open ended and closed
questions, where section (A) had the general information while section (B) had questions about
school related gender based violence and the performance attributes. The principals
‘questionnaires (Appendix II) will also have two sections with section (A) dealing with personal
information while section (B) with five point likert-scales used to rate subjects’ opinions on the

23
form and extent of GBV and its effects on students academic performance. The Guidance and
Counseling teachers’ questionnaires (Appendix III) also solicited general information about the
respondents in the first section. Section two of the questionnaire will solicit for general
information about the respondents in the first section. Section two solicited information on the
different forms of GBV cases experienced. The third section will focus on causes while the
fourth section focused one establishing whether GBV affects students’ academic performance.
The last section will seek for measures to mitigate against the cases of GBV in schools.

3.7 Piloting of Study Instruments

A pilot study is a small scale preliminary study conducted in order to evaluate feasibility, time,
cost, adverse events and effect size (statistical variability) in an attempt to predict an appropriate
sample size and improve upon the study design prior to performance of a full-scale research
project. To enhance validity and reliability in the study, the pilot study will be carried out among
2 guidance and counseling teachers, 2 head teachers and 10 students of Kawempe Muslim
Secondary School in the Neighboring County. Questions that were found to be difficult to
understand were rephrased for easy understanding while others will be removed altogether to
enhance reliability of the instrument. This will help determine the adequacy of the questionnaires
in form and content for the study.

3.7.1 Validity of the Study

Validity in research is determined by the quality of the research process and the accuracy of the
results (Gravetter & Forzano, 2003). All assessments of validity are subjective opinions based on
the judgment of the researcher. Validity of this study will be ensured through consultations and
expert judgment from the two research supervisors and an external expert. An item analysis was
done to see whether the items in the objectives, variables and instruments will be properly
designed. The validity tests will be computed using content validity index (C V I) basing on four
(4) point scale of relevant, quite relevant, somehow relevant, and not relevant. The proportion of
relevant and quite relevant will be computed from three experts and all the proportions were
above 0.5, this indicated that the questions will be relevant to the study variables. These will
assist in ensuring both construct and content validity for the study.

24
3.7.2 Reliability
A research instrument is considered reliable when it yields consistent results upon different trials.
The pilot questionnaires were used to determine reliability of the data collection tools by testing
them using the Cronbach reliability coefficient. The instruments will yield alpha of 0.734 and
will be adopted for the study as they will be found to be reliable.

3.8 Data Collection Procedure

Data collection will be conducted by the researcher with the assistance of data collection clerks
who will be first trained on the structure of the questionnaires, ethical issues and data
management. Questionnaires will then be administered using the drop and pick later method
where respondents will be given a duration of one week to complete the questionnaires before
the researcher collects them.

3.9 Data Analysis

After all data has been collected and questionnaires returned, they will be coded and entered in
the computer, it will be analyzed using the Statistical Package for Social Sciences (SPSS 21.0).
Analysis will be done based on the research objectives. To analyze objectives i & ii descriptive
statistics of frequencies and percentages, will be used to summarize the responses on the
different forms of behavior, causes of violence, and the measures that can be put in place. In
analyzing objective iii, first summary of responses will be done using the above descriptive
statistics before applying inferential statistics to establish the relationship between the individual
forms of GBV and students’ performance, comparative analysis will be also done between
different categories of schools. To analyze objective iv the study will use thematic analysis by
grouping strategies identified for mitigating GBV in schools.

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3.10 Ethical and Logical Considerations
3.10.1 Ethical Consideration
Ethical considerations will be observed in handling data and sharing of research findings.
Respondents will be assured of anonymity and utmost confidentiality of their opinions while at
the same time observing the necessary research regulations set in the country. Research permits
will be obtained and permission to conduct the research from all the schools sampled. To ensure
that maximum information is obtained from students, the researcher will administer the
questionnaires in an environment without teachers and the school administration and privacy will
highly be observed during disclosure of information.

3.10.2 Logistical Consideration

In performing the data collection exercise, first, an introduction letter will be obtained from
College of Humanities and social sciences of Kampala International university to enable the
researcher obtain a permit to conduct research from Kawempe Division. The leaders of the
division will then introduced the research to the heads of school through a letter, then the
Division Director of Education will introduce the research to the principals and directors of the
sampled schools. After the sampling process the researcher will book appointments with
principals of the sampled schools to assist in selecting students to whom questionnaires will be
administered.

26
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