Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Partick Ojok

Second Supervisor/Advisor

Fredrick Mtenzi


Institute for Educational Development, East Africa


This study explored the factors that influence girl child performance in integrated science in upper primary classes in two primary schools in Arua district, Uganda. The findings are reflected in the themes; how girls perform in integrated science, factors that influence girls’ performance and strategies that can be used to improve girls’ performance in integrated science in primary schools. This study embraced a qualitative research approach and a case study design. The study sample comprised of thirty (30) participants which included two head teachers from the two selected primary schools, four teachers of science two from each school of study who were teaching primary five and six classes, and 24 girls, 12 from each selected school. Participants were purposively selected and girls where the majority since the study was exploring the performance of girls in integrated science in upper primary classes. Four methods and tools of data collection were applied; the interview guide, focus group discussion, and document analysis protocol. The findings of the study revealed that girls’ performance was moderate and gender-responsive teaching pedagogies, guidance, and counseling, gender responsiveness of the school environment, good syllabus coverage, role models, and teachers’ positive attitudes towards girls’ education were some of the facilitators of girls’ performance. Some of the barriers identified in the study findings are poverty, inadequate provision of basic needs both at home and school, poor syllabus coverage, low educational level of parents, use of traditional methods of teaching, and laziness among the students themselves. The study findings suggest that the facilitators of girls' performance ought to be supported, while those that limit it ought to be reduced or improved at school, home, and by students themselves through strategies like a conducive learning environment, provision of adequate basic materials, transformed attitudes towards subject and teachers and above all guidance and counseling that should be done at school, home, and at peer levels. This is paramount because the girls in upper primary classes are prone to many challenges in their schooling from all the above stated backgrounds