THE IMPACTS OF EARLY MARRIAGES ON GIRL CHILD ACADEMIC ACHIEVEMENT. A CASE STUDY OF DIVISION- DISTRICT

BY KAYEZUFAUSTA BAE/14024/62IDU

A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL FULFILLMENT OF A REQUIREMENT FOR THE A WARD OF A BACHELOR'S DEGREE IN ARTS WITH EDUCATION OF KAMPALA INTERNATIONAL UNIVERSITY.

November, 2010 DECLARATION

I Kayezu Fausta declare that this work is original. It has never been submitted to any academic institution for the award of a degree or any other academic award. In cases where people's work has been made use of, proper referencing has been made. For this case, I can not be shy to declare may self the author of this work.

Signature ..... ~ ...... Kayezu Fausta (Researcher) Date.P.-:-:o .l. \1 . \~~ . \ 9 .. :...... APPROVAL

This research report has been written under the guidance, supervision, and approval of my supervisor Mrs. Deborah Taligoola.

Signature ..~ ...... Mrs. Deborah Taligoola. Date ~ .\ . ~~ .\ .1.'0 ......

11 DEDICATION

This work has been dedicated to my parents Mr. and Mrs. Kezironi. Also, it has been dedicated to my brother Mr. Zaverine. Finally to my friends Mr. Talemwa Abooki, Kahwa Atenyi, and

Baguma Charles.

111 ACKNOWLEDGEMENTS

Writing a research report is a formidable task. Luckily, I have had a lot of help from different individuals. These people can not go un acknowledged. Thanks very much to the almighty God who awarded me with wisdom, knowledge, courage, self esteem, and above all the gift of life. Indeed with God every thing is possible. Without God, no success can be made.

I was fortunate enough to have a very resourceful supervisor-madam Kyaligola. She took a lot of her time to review my draft work. During the review, she detected some mistakes, and recommended some necessary corrections. Without her, this work would have been produced with a lot of errors. May the almighty God reward her abundantly.

I can not forget to extend my thanks to my dear parents Mr. and Mrs. Kezironi. Writing this dissertation required a lot of financial resources. Without their support, obtaining these financial resources would have been a huddle. I pray to God to bless them for their un measurable contributions towards the success of this research.

My thanks also go to the staff of Kabalega printery for rendering me with secretarial assistance. Their assistance was very much felt in typing, editing, printing, and binding this research report. May their business go concern to help students in the coming generations.

Finally, I can not forget to thank my alumnus. They were very important in providing me with courage, company, and all other sorts of assistance in all my endeavors while at Kampala International University. Though their names have not been listed, they have been written in my good books. May the almighty God prepare for them life full of achievements.

IV TABLE OF CONTENTS DECLARATION ...... i APPROVAL ...... ii DEDICATION ...... iii ACKNOWLEDGEMENTS ...... iv TABLE OF CONTENTS ...... v LIST OF TABLES ...... vii ABSTRACT ...... viii

CHAPTER 0 NE ...... 1 1.1 Introduction ...... I 1.1. Background to the study ...... I 1.2. Profiles of Lubaga Division ...... 2 1.3. Problem Statement...... 3 1.4. Purpose of the study ...... 3 1.5. Objectives of the study ...... 4 1.6. Research questions ...... 4 I. 7. Scope of the study ...... 4 I. 7 .I. Geographical scope ...... 4 1.7.2. Content Scope ...... 4 1.7.3. Time scope ...... 5 1.8. Significance of the study ...... 5

CHAPTER TWO ...... 6 LITERATURE REVIEW ...... 6 2.0. Introduction ...... 6 2.1. Early Marriage ...... 6 2.2. Causes of early maniages ...... 6 2.3. Facts about early marriages ...... 8 2.4. Consequences of early marriages ...... 8 2.5. How early maniages can be reduced ...... 9 2.6. Girl child education in the history of Egypt, Hebrew, and Greece ...... 10 2.7. Girl child education achievement...... II 2.8. How married students can balance school and family ...... II

CHAPTER THREE ...... 14 RESEARCH METHODOLOGY ...... 14 3.0. Introduction ...... 14 3.1. Research design ...... 14 3.2. Population and sampling ...... 14 3.3. Procedures of data collection ...... 14 3.4. Data collection ...... 15 3 .4.1. Primary data ...... 15 3.4.2. Secondary data ...... 15

v 3 .5. Tools of data collection ...... 15 3.5.1. Open ended questions ...... 16 3.5.2. Closed ended questions ...... 16 3.6. Data analysis ...... 16

CHAPTER FOUR ...... 17 DATA PRESENTATION, ANALYSIS AND INTERPRETATION ...... 17 4.0 Introduction ...... 17 4.1. Respondense rate analysis ...... 17 4.2. The magnitude of the problem of early marriages in Lubaga division ...... 17 4.3. Causes of early maniages and how they can be reduced ...... 20 4.4. Do girls who get married early achieve high in education? ...... 20

CHAPTER FIVE ...... 22 SUMMERY, CONCLUSION, AND RECOMMENDATION ...... 22 5. 0. Introduction ...... 22 5.1. Summery ...... 22 5.1.1. Summery of objective one ...... 22 5.5.2. Summery of objective two ...... 22 5.1.3. Summery of objective three ...... 23 5.2. Conclusion ...... 23 5.3. Recommendations ...... 24

REFERENCES ...... 25 APPENDIX 1: Questionnaire ...... 27 Appendix 2: Letter to the respondent...... 34 APPENDIX 3. Estimated Budget ...... 35 APPENDIX 4. Work Schedule ...... 36

VI LIST OF TABLES

TABLE 1: Response rate...... 17 TABLE 2: Age group in which young girls got married ...... 18 TABLE 3: Age at which married women aged 18-27 got married ...... 18 TABLE 4 show that age at which girls get married in Lubaga division ...... 19 TABLE 5. Shows whether early marriages are high or not...... 19 TABLE 6: shows whether it was girl's decision to get manied ...... 20 TABLE 7: shows whether married girls are enrolled in school ...... 21 TABLE 8: Shows whether early marriages affect gil'l child education achievement...... 21

Vll ABSTRACT The study was conducted of the impacts of early marriages on girl child education achievement. Lubaga Division was taken up as a case study. The purpose of the study was to examine the impacts of early marriages on girl child education achievement in Lubaga division. The objectives of the study were: to find out the magnitude of the problem of early marriages in Lubaga Division; to examine the causes of early marriages in Lubaga Division and how it can be reduced; and to find out whether girls who get married before completing their studies achieve high in their education.

The study employed a cross sectional survey method as a research design. Both primary data and secondary data were collected from 22 respondents all of which were from Lubaga Division-the case study. The data that was collected was analyzed both quantitatively and qualitatively.

The study revealed that the magnitude of early marriages in Lubaga Division was high,. The causes of early marriages were poverty, ignorance, and gender biasness. The phenomenon can be reduced through sensitization of masses, poverty alleviation, and promotion of girl child education. Finally, it was concluded that majority of girls who fall victims of early marriages were not in position to achieve high in their education.

The government, CBOs and NGOs were recommended to carry out massive sensitization of the masses on the dangers of early marriages in Lubaga Division. They were also recommended to iniated projects that can help to alleviate poverty amongst the poor.

viii CHAPTER ONE 1.1 Introduction. This chapter covered the background to the study, profiles of Lubaga division, problem statement, and purpose of the study. From there, it will look at the objectives of the study, research questions, scope of the study, and finally the significance of the study.

Early man·iages, also known as child marriages refer to two separate social phenomenons which are practiced in some societies. The first and wider spread practice is that of marrying a younger child (generally defined as under the age of fifteen years of age) to an adult. In practice, it is almost it is in most cases a young girl married off to an old man (Homer, 2008).

The second practice is a form marriage arrangement in which the parents of the two children form different families (maternal and paternal families) arrange a future marriage. In this practice, individuals who become betrothered often do not meet until the wedding ceremony. The weeding ceremony occurs when the couple to be is both considered being of a marriage age (Homer, 2008).

However, in the study on the impacts of early marriages on girl child education achievement, early mmTiages will be used to refer to the practice of marrying off girls at an age below eighteen years to a man. l.l.Background to the study. Early marriages have existed since time in memorial. It could therefore be as old as mankind. In African traditional societies, child marriages/early marriages were perceived as a way of life. Girls could get married at an early age. The early age was as low as twelve years. On the other hand, boys could marry at the age offourteen years (wikepedia project, 2009).

Early mmTiages have stretched far and wide through time and countries. Finally the vice reached the United States of America (USA) where children in their mid tens take independent steps of trying the knot with their partners. Most early marriages in most parts of the world are considered to be forced. With the declaration of human rights, early marriages are taken to be

1 illegal. In , marriage age was enacted at the age of iS years. Despite many countries enacting marriageable age laws to limit marriage to a minimum of eighteen years of age, depending on jurisdiction, traditional marriages are widely spread. This has been attributed to poverty, religious beliefs, conflicts and gender biasness (Osborn, 2007).

The various United Nations (UN) commissioned reports indicates that in many sub-Saharan countries, there are high incidences of early marriages. Young girls younger than 15 years of age are married off to old men. In parts of Ethiopia and Nigeria, quite a number of girls are married off before the age of 15. Some are married off as early as seven years of age. In parts of Mali, 39% of girls are married off before the age of 18 years. In South Africa, there are legal provisions made for respecting the marriage laws of traditional marriages where by a person might get manied as young as 12 years of age for girls, and 14 years of age for boys (Karen, 2009).

According to the research conducted by Reproductive Health Uganda (RHU) on adolescent sexual and reproductive health, more than one third (38%) of the girls aged 15-19 years are manied, and more than 68% of women aged 20-29 years are manied. Males enter into first union at quite a later age than their female counterparts. Early maniages expose adolescent girls to the risk of early pregnancies and school drop out.

1.2. Profiles of Ln baga Division. Lubaga division is one of the five divisions that make up Kampala city. The division took its name from Lubaga, where the division headquatters are located. The other four divisions in Kampala city are: Central division, division, division, division (Wikepedia, I pril 201 0).

The division is located in the western parts of Kampala city. It boarders Wakiso district to the west and south of the division. The eastern boundary of the division is . lies to the north of Lubaga division. The coordinates of the division are: 00 18N, 32 33 E (Latitude: 0.3029, longitude: 32.5529). Neighborhood to the division includes:

2 Muttundwe, Natete, , , Mengo, Luaga, , Lubya, Lugala, Bukesa, Nankulabye, Kasubi, Kawala (Wikepidia, April201 0).

1.3. Problem Statement. In Africa, many countries still do not provide primary education for all children. Numerous students/pupils repeat grades, thereby occupying scarce places. Many of them luck enough finances to join primary schools, and some who join drop out before completing it. The level of achievement in education children achieve is still low. These problems affect girls more than boys. In Africa, girls school emollment accounts for only 57% of the school age population compared with 75% for boys. On the other hand, girls in Africa are more likely than boys to drop out of primary school and to score less in examinations which in turn limit their enrollment at the post primary levels (Kane, 2003. PP. 3).

According to Stundhal as cited in Travers and Robire (2000. PP. 364), granting women equality in terms of education would be the surest sign of civilization and would double the intellectual power of the human race. Although the French writer wrote this one hundred yesrs ago, equally for women, they continue to be a significant value in our society. So conducting a research on the impacts of early marriages on the education achievement of girl child will be paramount.

Although research on the impacts of early maniages on girl child education achievement has been conducted, it has been emphasized in other countries. Therefore, conducting a research in Lubaga division will give the community a clear picture of early maniages and girl child education achievement in an urban setting, hence the purpose of the study.

1.4. Purpose of the study. To examine the impacts of early maniages on girl child education achievement m Lubaga Division.

3 1.5. Objectives of the study. • To find out the magnitude of the problem of early marriages in Lubaga Division. • To examine the causes of early marriages in Lubaga Division, and how it can be reduced. • To find out whether girls who get married early achieve high in education.

1.6. Research questions. • What is the magnitude of the problem of early marriages in Lubaga Division? • What are the causes of early girl child marriages in Lubaga division, and how can it be reduced? • Do girls who get married at an early age achieve high in education?

1.7. Scope of the study. 1.7.1. Geographical scope. The study will be conducted in Lubaga Division-Kampala district. The division is located in the western parts of Kampala city. It boarders Wakiso district to the west and south of the division. The eastern boundary of the division is Kampala Central division. Kawempe division lies to the north ofLubaga division. The coordinates of the division are: 00 18N, 32 33 E (Latitude: 0.3029, longitude: 32.5529). Neighborhood to the division includes: Muttundwe, Natete, Lungujja, Busega, Mengo, Luaga, Namungoona, Lubya, Lugala, Bukesa, Nankulabye, Kasubi, Kawala (Wikepidia, April 201 0).

1.7.2. Content Scope. The study will be conducted on the impacts of early marnages on girl child education achievement. The study will therefore cover two variables-independent and dependent variables. Early marriages will be the dependent variable. On the other hand, girl child education achievement will be the dependent variable.

The research will also cover the magnitude of the problem of early marriages m Lubaga Division, causes of early marriages and how they can be reduced, and whether girls who fall victims of early marriages in Lubaga division are in position to achieve high in education.

4 1.7.3. Time scope. The study will be conducted within a period of two weeks. This period of time will be relatively adequate for the researcher to gather data, summarize it, analyze it, and submit her project to the faculty of education in partial fulfillment of one of the requirements for the award of a bachelor's degree in arts with education of Kampala International University in time.

1.8. Significance ofthe study. The research/study on the impacts of early/child marriages on the education achievement of girls in Lubaga division remains of a great significance on its completion.

The researcher. The research was of a great use to the researcher. It will enabled her to fulfill one of the requirements for the award of a bachelor's degree in arts with education of Kampala International University.

Scholars. On the completion of this research, it will be of a great significance to scholars. This will mainly apply to students in higher institutions of learning. The literature that will be made available by the study will help students while doing course works or research work related to early marriages or/and girl child education achievement.

Researchers. The study will stimulate fmiher research related to early marriages and/or girl child education achievement. The recommendations to future researchers will help researchers in coming up with research topics. On the other hand, the literature that will be made available will be used by researchers while reviewing literature.

Government, CBOs, and NGOs. The study is a great significance to the government, Community Based Organizations (CBOs), and Non Governmental Organizations (NGOs). This will be in terms of helping them in understanding the magnitude of the problem of early marriages in Lubaga division, and its impacts on girl child education achievement. In addition, the study will help NGOs, CBOs and the government in drafting policies and enacting laws on early marriages.

5 CHAPTER TWO LITERATURE REVIEW

2.0. Introduction. The review of literature involves the systematic identification, location, and analysis of documents containing information related to the problem being investigated (Mugenda, 2003. PP. 29). For the case of this research, this chapter covered early marriages, causes of early maniages, facts about early maniages, consequences of early marriages, and how they can be reduced. From there, it will cover girl child education achievement and how to balance school and family time.

2.1. Early Marriage. Early maniages, also known as child maniages refer to two separate social phenomenons which are practiced in some societies. The first and wider spread practice is that of marrying a younger child (generally defined as under the age of fifteen years of age) to an adult. In practice, it is almost it is in most cases a young girl married off to an old man (Homer, 2008).

The second practice is a form marriage arrangement in which the parents of the two children form different families (maternal and paternal families) anange a future marriage. In this practice, individuals who become betrothered often do not meet until the wedding ceremony. The weeding ceremony occurs when the couple to be is both considered being of a maniage age (Homer, 2008).

2.2. Causes of early marriages. Early maniages have stretched far and wide through time and countries. The various United Nations commissioned reports indicate that, in sub-Saharan countries, there is high incidence of early marriages among girls younger than fifteen years of age (Wikepedia, April 20 I 0). The following are the causes of early marriages.

6 Povetiy. The lack of needs and services such as food, shelter, clothing, beddings, paraffin, basic health care, roads, market information, and excommunication education Ministry of finance, housing and economic development, December, 2002. PP. 11) has contributed greatly to early maiTiages. In many tribal systems, a male pays a bride price to a girl's family in order to many her. In many parts of Africa, this payment is made in cash, cattle, or other variables. The payment of these variables decreases as the girl gets older in most African societies. Even before puberty. it is common for a married girl to leave her parents to be with her husband. Therefore, many of early girl child marriages are povetiy related. Parents marry off their daughters in exchange for bride price to feed, clothe, educate, and house the rest of the family (Gottschalk, 2008).

Protecting girl's sexuality. In certain societies, marrymg a young girl presumes the girls sexuality. The girl's family will be honored if it ensures that the girl to be married off is a virgin. The imposition of family honor on a girl's virginity was highly presumed in most African traditional societies. It could caiTy tones of shame for a family to marry off a girl who is not a virgin. Therefore, for fear of such an abomination, parents tend to give away their daughters at quite a tender age (Reproductive Health-Uganda, 2009).

Inadequate laws. Many countries m the world have enacted laws on early marnages. For example, Pakistan has laws against early/child maiTiages. These laws are however not enforced. In Afghanistan, a new law was written into the country's code enabling Shiite, or Nazaa communities to impose their own family laws, including formalizing child marriages. In Uganda, the laws against early mmiages have proved to be toothless because corruption in the judiciary can not allow justice to prevail (UNICEF, 2009).

Child trafficking. Child trafficking has been singled out as one of the causes of early maniages. Poor families are tempted to sell their daughters not just into maniage but also into prostitution as the transaction enables large sums of money to be change hands (Homer, 2008).

7 2.3. Facts about early marriages. Teen pregnancies and marriages in 1998, 1.1 million of teenagers got manied. This resulted into 500,000 births in 1990. Demographic studies showed that 20% of white and 45% of black girls got married (Mavers, and Robire, 2000. PP. 208).

According to the international center for research on women (ICRW), I 00 million girls will get manied before the age of 18 in the coming decade. Most of these early maniages will be in sub Saharan Africa, and the Asian sub continent (Nape!, Pakistan, and Bangladesh). In Niger for example, 77% of women in their early 20s were manied as children. In Bangladesh, 65% were child maniages. Early maniages also occur in the Middle East, including Yemen, and the mral Margreb (International Center of Women Research, 2009).

The research conducted by Reproductive by reproductive health-Uganda on adolescent sexual and reproductive health in 1995 revealed that more than a third (38%) of the girls 15-19 years were married. More than 68% of20-24 were married. The study also revealed that men enter into first union at much a later age than females.

Globally, according to UNICEF, 36% of women aged 20-24 are married or in a union. The maniage or the union is either forced or consensual before reaching the age of eighteen years. An estimated 14 million girls between the age of 15 and 19 give birth each year. They are twice more likely to die during pregnancy or child birth than women in their 20s. Girls who get manied between the ages of 10 andl4 are five times as likely to die during pregnancy or child birth as women in their early 20s.

2.4. Consequences of early marriages. There are numerous problems a couple can face when marriage happens at an early age. The devastating consequences of early maniages on young children who are compelled to the knot in most cases include the following:

8 Figure 1: consequences of early marriages

Source: adapted and modified form Denies (2002).

2.5. How early marriages can be reduced. There are numerous problems a couple can face when marrtage happens at an early age. Therefore efforts to reduce it should be put in place. Early girl child msrrisge can be reduced in the following ways:

Eliminating the hospitalities that girl children encounter in their attempts to pursue rudimentary education. These hostilities include things like sexual harassment by teachers, fellow pupils/students, and administrators. Senior female and male teachers should closely monitor and ensure that all sorts of girl child harassments are kept at a bay (Homer, 2008).

Community sensitization. The government should encourage and support Non governmental Organizations (NGOs) and Community Based Organizations (CBOs) that sensitize local communities on the horrors or early girl child marriages. This will go a long way in changing the attitudes that people have towards girl children, and their education. According to Zeinabu as cited by UNICEF (7' 11 march 200 I), the changing of traditional attitudes about the role of girls

9 and early marriages is not is but is possible. Again sanitization is the key to fighting early marrmges.

Improved education for girls. Educated girls have more stamina to stand up against harmful traditional practices such as early marriages, instead of just accepting their fate. When educated girls get jobs (on completion of their studies), they start generating income to the family. When parents and neighbors see those contributing practical skills that increase family income, they become less eager to many off their young daughters. They begin to value their daughters for more than just the dowry they fetch (UNICEF, 2001).

Increasing income generating programs for poor families. The relationship between early marriages and poverty are vice versa. Early marriages cause pove1ty. On the other hand, poverty causes early marriages. According to Gottsalk (2008), early marriages have been in most cases as a result of pove1iy. Therefore there is no much doubt that increasing income generating programs for poor families will help such families to get alternative income other than dowry.

Enacting and reinforcing laws on early marnages. Legislators should enact laws on early marriages. For the laws that already exist, the judiciary should reinforce them to the latter. This will help to keep off the key players of girl child maJTiages (Gottshalk, 2008).

Sensitizing parents of the harmful impacts of early girl child marriages. Sensitization of parents should be coupled with persuading them to keep their daughters at school. Parents should be infmmed that girl child education is not only vital to the girls themselves, but also to parents and the government (UNICEF, March 2001).

2.6. Girl child education in the history of Egypt, Hebrew, and Greece. In Egypt, civilization and intellectual advancement occurred at an earlier time. Intellectual education was provided to only privileged males. The Egyptian society was divided into castes, with priests holding the highest position and receiving instructions in philosophy, astronomy, geometry, medicine, history, and law. The priests also provided education for others who were worthy of that privilege (Custein and Levine, 1997. PP. 278).

!0 In Hebrew society, education was highly valued. Early Hebrew schools taught boys to read and write, and girls to prepare food, spin, weave, sing, and dance (Johnson, DupUis, Musial, Hall, and Gallnick, 1999. PP. 277).

In ancient Greek civilization, although a minority of exceptional women attained education and status, the Greek society was dominated by men. Women's status and education reflected pru.iicular Greek city customs. In Athens where women had no legal or economic rights, the vast majority of women did not receive formal education. More fmiunate, young women were educated at home by tutors (Custein and Levine, 1997. PP. 278).

Other women such as priestesses of the religious cults learned religious rituals at special cult schools. In contrast to Athens, Sparta's young women received some schooling that emphasized athletics to prepare them to be health monitors of future SpaJ.ian soldiers (Allan, Custien, and Levine, 1997. PP. 71 ).

2.7. Girl child education achievement. Girl child education achievement refers to the level of education that girls can attain. These levels include: primary, secondary, and university/college. According to Othieno (2010), as quoted by Wossita, girls do not succeed in education at the same level with boys.

In Africa, girls' primary education enrollment accounts for only 57% of school age compared to 75% for boys. On average, girls in Africa are more likely to drop out of primary school than boys. They are also more likely to score lower in examinations, which in turn limits their enrollment in post primru.y levels.

2.8. How married students can balance school and family. Girls who get married before completing their studies find difficulties in balancing school and f=ily if they happen to resume their studies. The following are some of the ways in which married schooling girls can balance their family and school.

11 Proper time management. Time is especially a very precious issue if a married student has children and a spouse. Commuting and naming are very important aspect of balancing between family time and academic time. MaiTied students should be aware of the sad news that 'time flies and the good news that they are the 'pilots' (Santrock, and Nolonen, 2006. PP. 81).

Talking to the pminer. Communicating with one's paJiner about his importance in one's life is paramount if school and family m·e to be balanced. Time for one's patiner should be set aside. Planning a head for tasks that require extra study time should also be done. The partner should be kept informed about the date when she will be sitting for tests or examinations and other deadlines. After creating the weekly and terminal calendar, the partner should be let to know how the spouses tend to use her time. She should also consider putting a copy on refrigeration (Holenen and Santrack, 2006. PP. 81).

If your paJiner is also a student, you may be bale to coordinate your schedules. This will enable the couple to share free time. If one person works and another one is at school perhaps, work related activities can be coordinated with school's.

Building in study time at school. If a girl has a pmtner or a child, she should try to do some studying while still at school. Time between classes should be used wisely. For example, the students should be in position to aJTive at school thirty minutes before the first class and thitty minutes after the last class. Un inteiTupted study time should be squeezed.

Being creative in how time with children is managed. If the child has homework, she has to do her's at the same time with the child. Take a break often minutes and have at list five minutes to play and talk to the child. Then go back to your revision. If the children are old enough to understand, the parent should tell them about her study routine and ask for their cooperation (Santrack and helenen, 2006. PP. 81).

Using commuting time effectively. If she is commuting to class, she already knows how much time is needed for her journey. Commuting students also have to attend to family and school commitments. These commitments enter into study time. Courses may be available only at

12 inconvenient time. Conflicts in schedules can make it difficult for commuters to take part in study sessions and other learning oppmtunities. Solving such scheduling problems requires good time management (Santrack and helenen, 2006. PP. 81).

13 CHAPTER THREE RESEARCH METHODOLOGY

3.0. Introduction. This chapter covered the research design, population and sample. The chapter also incorporated the procedures of data collection, the tools of data collections and data analysis.

3.1. Research design. The researcher employed a cross sectional survey method. The researcher used to cross sectional survey method to gather data from residents of Lubaga division-the case study once.

The researcher employed a cross sectional survey method because according to Amin (2005. PP. 212), it was economical. It was economical in such away that, the researcher collected data fro a sample population once. The cross sectional survey method therefore helped the researcher to gather data with the meager resources that were available.

3.2. Population and sampling. The researcher gathered data from residents of Lubaga division-Kampala district. The study targeted five (5) married girls (aged 12-17) who were both in and out of school; five non married girls (12-17) both in and out of school; five (5) female teachers; five (5) married women (aged between 18-27) both in and out of school. At sub county level, the study targeted the Community Development Officer (CDO) and the Assistant Community Development Officer (ACDO). Therefore, a sample of twenty two respondents participated in the study as respondents.

3.3. Procedures of data collection. The researcher carried with her an introduction letter from the faculty of education. The letter in question was aimed at introducing the researcher to the respondents to access her targeted clusters. The letter was also aimed at creating a rapport between the researcher and the respondents. After landing on the first respondent in a given cluster, the respondents were asked to direct her to the next respondent.

14 3.4. Data collection. The researcher gathered data in the course of conducting the research on the impacts of early marriages on girl child education achievement. The researcher gathered both primary and secondary data. The data she collected enabled her to find answers to research questions mentioned in chapter one.

3.4.1. Primary data. Primmy data was gathered from the respondents. The respondents included: five (5) married girls aged 12-17 years both in and out of school; five (5) un maJTied girls aged between 12-17 both in and out of school; five female teachers, five man·ied women aged between 18 and 27 and two (2) CDOs/ACDOs. Primary data was gathered from the respondents through the use of questionnaires.

3.4.2. Secondary data. Secondary data refers to the existing data that investigators or authors collected or/and wrote for a purpose other than that resem·ch or study (O'sullivan and Russel, 1989. PP. 21 9). The researcher gathered secondary data from text books, pamphlets, j oumals, and magazines. Secondary data was also found in records kept by the community Development Officers, Non governmental Organizations, Community Based Organizations, and education providers operating in Lubaga division.

3.5. Tools of data collection. The researcher useed tools of data collection to gather data. According to Amin (2005, PP. 269), tools of data collection are used to translate attributes or traits into quantities. The researcher will use questionnaires as tolls of data collection.

According to Amin (2005. PP. 269), a questionnaire can be described as a self report instrument used for gathering in formation/data about variables of interest in an investigation. The researcher used questionnaires to gather primary data because they offer a greater assurance of anonymity. Both open ended, and closed ended questions were incorporated in the questionnaire.

15 3.5.1. Open ended questions. Open ended questions are questions that call for free response in the respondent's own words. No clues or answers are given (Amin, 2005. PP. 269). The researcher used open ended questions since they give freedom and spontaneity of expression to the respondents. The consequence of this was rapport between the researcher and the respondents.

3.5.2. Closed ended questions. According to Amin (2005. PP. 269), in closed ended questions the researcher provides alternatives or shmi responses to the questions in the questionnaire. The most pressing reason as to why the researcher used closed ended questions was that, they elicit specific responses which are easy to analyze.

3.6. Data analysis. The researcher employed both quantitative and qualitative techniques m analyzing the data which was gathered from respondents in Lubaga division-the case study.

Quantitative techniques of data analysis were used through writing down data, and editing it in the evenings of each day of carrying out the research. From there, the data was quantified and renamed using numeric figures. Finally it was configured into a meaningful partner.

On the other hand, quantitative techniques of data analysis involved the following: use of descriptive statistics. Descriptive statistics were used to enable the researcher derive meaningful description of the distribution of scores. Frequency distribution tables were also used. There after, the information in the frequency distribution tables was posted onto pie charts and bar graphs. This was done so as to add a meaning to the data. Pie charts and bar graphs were created using software in Microsoft excel. Microsoft excel was used because was readily available and also the researcher was well versed with it.

16 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.0 Introduction. This chapter deals with raw data packaging analysis into meaningful information and interpretation of the information. It describes the outcome of the survey and interview carried out from the respondents. The interpretation was classified under each objective used to assess the effects of early marriages on girl child education achievement in Lubaga division-Kampala district. The objectives of the study were: to find out the magnitude of the problem of early man·iages in Lubaga division; to examine the causes of early marriages in Lubaga division and how it can be reduces; and to find out whether girls who get manied early achieve high in education.

4.1. Respondense rate analysis. The study targeted twenty two (22) respondents. The researcher gave out twenty two questionnaires to twenty two respondents. However, by the end of the collecting data, only twenty respondents were in position to return the questionnaires. This was summarized in the table below. Table 1: Response rate. Gender Targeted no. Response Male 02 00 female 20 22 Source: Pnmary Data From the table above, the research attracted a respondent rate of 90.9%. This was quite encouraging. However, the two who never responded were important people (that is to say the CDO/ADO).

4.2. The magnitude of the problem of early marriages in Lubaga division. This research objective was fulfilled by the following questions; would you say that early marriages are a common trend in Lubaga Division? At what age did you get married (only

17 applied to married girls aged 12-17, and married women aged 18-27), how many children drop out of school as a result of early marriages, and at what age do girls get married in Lubaga division?.

Married girls aged 12-17 who were both in and out of school were asked to mention the age they got married. The results of their response are summarized in table 2 below. Table 2: Age group in which young girls got man-ied Age group 10-14 15-17 Total fi·equency 2 3 5 percentage 40% 60% 100% Som·ce: Primary Data The results in table 2 above shows that two out of the five (40%) of married girls aged 12-17 got married while in the age group of 10-14. Tlu·ee (60%) of which got married while in the age group 15-17. This means that girls in Lubaga division get married at quite a tender age.

Married women aged between 18 and 27 were asked to disclose the age they got married. The results were summarized in the table below.

Table 3: Age at which married women aged 18-27 got married

Age group and total Below 18 18-20 21-23 24-26 27 Total Frequency 03 0 01 01 0 05

Percentage 60 0 20 20 0 100 1 Source: Primary Data The results in table 3 shows that 60% of married women aged between 18 and 27 years of age got married when they were below 18 years of age, 0% were married while in the age group of 18-20, 20% were married while in the age group of 21-23, 20% were married while in the age group of 24-26, and 0% were married at the age of 27. This indicated that 60% of married women aged 18-27 in Lubaga division were married when they were still children, and 40% were married at a mature age. This reveals the existence of early marriages in Lubaga division.

18 Female teachers were asked to reveal the number of girls who drop out of school as a result of early man-iages. Their response was that twenty girls drop out of school on average per annum as a result of early man-iages. They revealed that most of them get man-ied after becoming pregnant.

Respondents were asked "at what age do girls get maJTied in Lubaga division?" Their response was summarized in table 4 below. Table 4 show that age at which girls get married in Lubaga division Age Below 18 Above 18 Total Frequency 13 07 20 percentage 65% 35% 100% Source: Pnmary Data The information in table 4 above shows that 65% of girls in Lubaga division get manied at an em·ly age (below 18 years of age), and 3 5% get mmTied at a mature age. This shows quite a high rate of early marriages in Lubaga division.

Respondents were also asked "would you say that em·ly marnages are common 111 Lubaga division?" Their response has been summarized in the table below. Table 5. Shows whether early marriages are high or not. Response No No Total Frequency 13 07 20 Percentage 65% 35% !00% Source: Primary Data From table 5 above, the results indicated that 65% of the respondents agree that the rate of early girl child marriage is high in Lubaga division, and 35% claim that the vice is low. Most of the respondents who had attained high levels of education were the ones who said that the rate of early marriages aJnong girls was high in Lubaga division.

19 4.3. Causes of early marriages and how they can be reduced. This research objective was reached through asking the following questions: what are the reasons why girls get married at an early age in Lubaga Division; was it your decision to get married; who influenced you to get man·ied; and how can early marriages be prevented/reduced?

The researcher asked the respondents "what are the reasons why girls get married early in Lubaga division?" respondents overwhelmingly pointed out the causes of early marriages as pove1iy, lack of education for both parents and girls, and corruption.

Young girls between 12 and 17 what were married were asked "was it you decision to get married?" respondents were restricted to two answers yes or no. their response was summarized in table 6 below. Table6: shows whether it was girl's decision to get manied Was it your decision to get married Yes No Total Frequency 3 2 05 Percentage 60% 40% 100% Source: P1·imary Data. From the data in table 6 above, 60% of married girls aged 12 to 17 years disclosed that the decision to get married was done by them selves. On the other hand, 40% of the respondents aged 12 to 17 disclosed that their decision to get married was made by others. Respondents who claimed that their decision to get married was done by others were asked to disclose those who made the decisions. They pointed out their parents and aunties commonly know as 'sengas'.

Respondents were asked to give suggestions on how early marriages can be reduced. Most of them made the following suggestions: putting up projects that reduce poverty in the area, promotion of girl child education, use of role models, and the introduction of adult education in the division.

4.4. Do girls who get married early achieve high in education? To meet the research question above, the research asked respondents the following questions in the course of conducting the study.

20 Married girls who were aged between 12 and 17 yeas were asked "are you still studying. It was found out that none of the married girls was still studying. They were asked if they had hope of going back to school. They all said that it was not expected.

Manied women aged 18-27 were asked to mention their levels of education, and the level they were at the time they got married. It was found out that 60% of the women got married while at school. 20% of them were in position to resume their studies and they succeeded in education. On the other hand, 80% were not in position to go back to school.

Female teachers were asked "do you enroll manied girls in school". The researcher gave them two short answers yes or no. their responses were summarized in table 7 below. Table 7: shows whether married girls are enrolled in school Do you em·oll married girls Yes No Total Frequency 05 0 05 Percentage 100% 00% 100% Sauce: Primat-y Data. According the data in table 6 above, married 100% of the teachers revealed that they enroll married girls in school. This could have been brought about by government programs like Universal Primary Education (UPE), and Universal Secondary Education (USE).

Respondents were asked "do early marriages affect girl child education achievement". The researcher gave them some answer options. These included yes, no, and sometimes. Their responses were summarized in table 8 below. Table 8: Showa whether early marriages affect girl child education achievement. Response Yes No Sometimes Total Frequency 18 0 02 20 Percentage 90% 00% 10% 100% Source: Primary Data. From table 8 above, 90% of the respondents were of the view that early marriages had an impact of girl child education achievement. On the other hand, 10% of the respondents agreed that early marriage has an impact on girl child education achievement, but in some instances.

21 CHAPTER FIVE SUMMERY, CONCLUSION, AND RECOMMENDATION 5.0. Introduction. In this chapter, the researcher summarized the study, and also drew conclusions in line with the research objectives. Finally recommendations were proposed for further improvements and research.

5.1. Summery. 5.1.1. Summery of objective one. The data that was gathered and analyzed in the course of conducting the research on the impacts of early marriages on girl child education achievement helped to researcher to meet objective one of the study. The objective in question was to find out the magnitude of the problem of early marriages in Lubaga Division. From the findings of the study, it was revealed that 60% of female maniages in Lubaga division occUJTed at an age below 18 years. This put early maiTiages in Lubaga division at 60%. This finding was not in line with the research conducted by reproductive health Uganda 1n 1995 that revealed that early maniages were carrying 68% of marriages in Uganda.

5.5.2. Summery of objective two. The second objective of the study was to find out the causes of early marriages in Lubaga Division, and how early matTiages can be reduced. The data that was collected and analyzed enabled the researcher to meet objective two of the study. It was found out that poverty, lack of education for girl children and parents, and gender biasness were the primary causes of early marriages in the division. This finding was in line with the ministry of finance, planning, and economic development (December, 2002. PP. 11), reproductive Uganda (2009), and UNICEF (2008) who pointed out poverty, lack of education and gender biasness as the causes of early marriages.

It was found out that early marriages can be reduced through sensitization of parents, promotion of girl child education, proper legislation, use of role models, and coming up with income

22 generation projects for poor families. This finding was in line with: UNICEF (2001); Gottshalk (2008); and Homer (2008) who suggested poverty eradication, use of role models, girl child education, and sensitization of parents as a solution to early marriages.

5.1.3. Summery of objective three. The findings of the study helped to researcher to meet objective three. The objective was to find out whether girls who get manied before finishing up with their education achieve high in their education. It was found out that some girls succeed in education even after they have got manied. In fact, it was found out that schools in Lubaga division do not stop married girls or women fi·om being enrolled in school. In addition to that, it was found out that 20% of women aged 18-27 were in position to succeed in education despite the fact that, they had got married while still at school. However, 80% of the girls who got manied while at school did not get chance to go back to school. This hindered their educational achievement.

5.2. Conclusion. According to the findings of the study, it was concluded that early girl child maniages (of 60%) in Lubaga division was high. This put the magnitude of the problem of early marriages in the division to be high.

In accordance to the findings of the study on the causes of early marriages in Lubaga Division, it was concluded that poverty, and gender biasness were the major causes of early maniages in the division. Poverty was found to be the causer of both forced and voluntary child marriages. On the other hand, it was concluded that early mmTiages can be reduced through sensitization of masses, and initiating poverty alleviation projects in the division.

Finally, it was also concluded that majority of girls who get married before completing their studies (60%) do not achieve high in their education. This was mainly as a result of domestic work overload, lack of sponsors and opposition from their spouses.

23 5.3. Recommendations. The government of Uganda should carry out massive sensitization exercises in the division. The exercise should aim at informing parents, teachers, and the general public on the dangers of early marriages, and the advantages that lye behind girl child education to both the country, parents and the general community.

Community based organizations, and Non Governmental Organizations should also join hands with the government in fighting pove1ty which was cited out as the major driver of early marriages in Lubaga division.

For future research, research can be carried out in the following: the impacts of early marriages on girl child education achievement but in any other division other than Lubaga; the impacts of early marriages on the education achievement of boys. This will help to increase the room for comparison of findings of different researchers.

24 REFERENCES Elenen Kane (2003). Research handbook for girls' education in Africa. Washington: world Bank.

Elizerbethann O'sulliva and Garry R. Rassel (1989). Research methods for public administration. New York: Longman inc.

Ellen C. Cunstein and Daniel V. Levine (19970. foundations of education. 6111 edition. New York: Houghton Mifflin Company.

James A. Johnson, Victor L. Dupius, Diann Musial, Gene E. Halland Danna M. Gollnick (199).

Introduction to the foundation of American education. II th edition. Boston: Thomson Wads publishers.

Karaton Denies (2002). Harmful effects of early marriages. Available on http://marriage.ygoy.com/early-marriageproblems. Down loaded on 22nd April201 0.

Karen Homer (2008). Child marriages. Available on http://www.fazeteen.com/issue09/childbrides.html. Retrieved on 24th April 20 I 0.

Karen Homer (2009). Early ma!Tiages. Available on http://middleeast.abou.com/od/humanrightsdemocracy/childbrides.html. Down loaded on 24th April2010.

Manju Nurula (2000). Effective teaching in higher education. I 51 edition. New Delhi: common wealth publishers.

Martin E. Amin (2002). Social sctence research conception, methodology, and analysis. Kampala: university printery.

25 Ministry of finance, planning and economic development (December 2002). Uganda participatory in poverty assessment process. Second participatory poverty assessment report. Kampala-Uganda.

Olive M. Mugenda, and Abel G. Mugenda (2003). Research methods. Revised edition. Nairobi­ Kenya: Acts press publishers.

Paul D Travers and Ronald W. Robire (2000). Foundations of education. Becoming a teacher. 4th edition. Boston: Pearson education publishing company.

Reproductive health Uganda (2009). Early marnages and pregnancies. Available on http://miepedia.org/wiki/teenagepregnancy. Down loaded on 24th April 20 I 0.

Samuel Wossita (29th January 2007). UPE drop out rate blamed on early mauiages. Available on http://allafrica.com/stories/200701291229.html. Retrieved on 2nd June 2010.

UNICEF (7th March 2001). Reports on early marnages: child spouses. Retrieved from http://www.fazeteen.com/issue09/childbrides.html. Down loaded on 25th April 20 I 0.

Wikepedia (April 201 0). Lubaga Division. Available on wikepedia.org/wiki/lubagadivision. Downloaded on May 5th 2010.

26 APPENDIX 1: Questionnaire The impacts of early marriages on girl child education achievement. A case study of Lubaga division-Kampala district.

Thank you for choosing to participate in the academic research. This questionnaire has section A, B, C, D, E, and F. Fill or tick where necessary.

Section A (general questions to be filled by all respondents). 1. sex Male D Female D

2. Age 12-17 D 18-23 D 24-29 D

3. Marital status Single D MatTied D

Others specify D

4. Education level Primary Secondary certificate D Diploma D Degree D

5. What is your occupation?

6. At what age do girls get married in Lubaga Division? ··············································································································· ......

27 7. What is the right age for girls/women to get married? ··············································································································· ····························································································

8. Would you say that early marriages (Marriage below 18) are a common trend in Lubaga Division" Yes D NoD

5. Wbat are the reasons why girls get married early in Lubaga Division?

6. Does early marriage affect girl child education achievement? Yes D No D sometimes D

7. What are the other effects of early girl child marriage?

9. How can early marriages be prevented?

28 Section B. To be filled by married gil"ls aged between 12-17 years. I. At what age did you get married? 10-14 D 15-19 D

2. How did you get married?

Through religious institutions (church or mosque)

Civil institutions/registrar of marriages

Traditional ceremony

Co-habiting

3. Was it your own decision to get married? Yes 0 No D

4. If no, who took the decision, and how did you feel about it?

5. are you still studying Yes D NoD

6. If no, do you expect to go back to school although you are married? Yes D No D

29 7. In your own view, how can early marriages be reduced? ···············································································································

Section C. To be filled by unmarried girls aged between 12-17 I. Would you like to get man·ied? Yes D No D

2. At what age would you like to get married?

3. What do you think about girls who get maned under 28 years of age? Good D Bad D

4. How can early marriages be reduced? ··············································································································· ...... ··············································································································· ··············································································································· ......

30 Section D. To be filled by female teachers I. If you are married, at what age were you married?

3. Did you get married after completing your studies? Yes D No D

4. How many children on average drop out of school as a result of early marriages

5. Do you enroll man·ied girls in school? Yes D No D

6. How do you comment on the performance of married girls in class Good D Poor D Excellent D Fair D

7. How do early marriages affect girl child education achievement? ··············································································································· ...... ··········································

··············································································································· ...... ··············································································································· 8. How can early marriages be reduced? ...... ··············································································································· ......

31 Section E. To be filled by married women aged between 18 and 27 1. At what age did you gel married?

2. Do you think you got married at an early age? Yes D No D

3. What education level had you attained by the time you got married? Primary D Certificate D Diploma D Degree D

4. Were you in position to proceed with your studies even after getting married? Yes D No D

5. How can early marriages be reduced?

Section F. To be filled by CDO/ACDO I. How many cases of early maniages in Lubaga Division do you receive on average in a year?

2. Would you say that early maniages are common in Lubaga Division? Yes D No D

32 3. What are the causes of early man·iages in Lubaga Division?

4. How can early marriages be reduced?

Thank you for your participation.

The researcher is a student nf Kampala International University main campus

33 Appendix 2: Letter to the respondent

Kampala International University P. 0. Box 20000 Kampala. 1 15 h July 2010.

Dear respondent. Re: Resem·ch on the impacts of eal"lv marriages on girl child education achievement.

Am a student of Kampala international university pursuing a bachelors degree in arts with education. Am currently conducting a research on the above mentioned in order to fulfill one of the requirements for the award of a bachelors degree in arts with education of Kampala International University. Lubaga division has been chosen as my case study.

It should be noted that this research is meant for academic purposes. The information you give will therefore be treated with a high degree of confidentiality.

Thank you for choosing to participate in this research. May the almighty God bless you.

Yours sincerely Kayezu Fausta 0783620280

34 APPENDIX 3. Estimated Budget

Item No. Of items Cost of @ Item Total Amount Typing & printing 60 500 30000 Photocopying 10 22 22000 Ream of papers 1 8000 8000 Pens 3 300 900 Transport 7 2000 14000 Air time 3 2000 6000 Binding 3 10000 30000 Miscellaneous 50000 50000 TOTAL 160900

35 APPENDIX 4. Work Schedule Activity/ Data Data Analysis Typing Submitting the Time Or Collection dissertation. Period

10-1

16-1

36