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Open Access Article

The Impact of Socio-Cultural Practices on Girls' Learning Experiences: A Case of Public Secondary Schools in Kisarawe District, Tanzania

  • Anastazia Kiliani
    Department of History, Maghorofani Primary School, Dar es Salaam 12101, Tanzania
  • Prospery Mwansa Mwila
    Department of Education Foundations, Saint. Augustine University of Tanzania, Dar es Salaam 11105, Tanzania


Received: 3 December 2025 | Revised: 10 March 2026 | Accepted: 16 April 2026 | Published Online: 11 August 2026

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 Practices,Girls' Learning Experiences,Academic Performance,Zone of Proximal Development,Socialization,Gender Expectations,Kisarawe District

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    Issue

    2026 Vol.2 No.2

    Copyright & License

    Copyright (c) Copyright © 2026 Prospery Mwila, Anastazia Kiliani

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