Abstract

Socio-cultural practices continue to significantly influence girls' learning experiences, often shaping their academic performance in both positive and negative ways. Traditional practices, language challenges, and social interaction dynamics play a key role in the educational outcomes of female students. This study investigates the impact of socio-cultural practices on girls' learning experiences, focusing on factors such as motivation, encouragement, socialization, self-disclosure, feedback, and positive criticism. A mixed-method approach was employed, combining both qualitative and quantitative research designs. The quantitative phase involved collecting data through a five-point Likert scale to assess students' academic performance, followed by qualitative data collection using interviews to explore the deeper influences of socio-cultural practices. The study utilized a cross-sectional design, collecting data from a sample of 236 students, 86 teachers, 6 school heads, and 24 parents from public secondary schools in Kisarawe district. The findings indicate that socio-cultural factors such as motivation, encouragement, and socialization significantly affect girls' academic success. Additionally, the study highlights the role of the zone of proximal development (ZPD) in fostering collaborative learning environments. These results suggest that educational policies should consider the socio-cultural context in which girls learn, promoting supportive interactions and addressing cultural barriers to enhance their academic performance.

Keywords

Socio-Cultural PracticesGirls' Learning ExperiencesAcademic PerformanceZone of Proximal DevelopmentSocializationGender ExpectationsKisarawe District

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How to Cite

Anastazia Kiliani, Prospery Mwansa Mwila. The Impact of Socio-Cultural Practices on Girls' Learning Experiences: A Case of Public Secondary Schools in Kisarawe District, Tanzania. Journal of Education and Learning Environments. 11 August 2026. https://doi.org/10.55121/jele.v2i2.102182
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