Page 6009
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
www.rsisinternational.org
The purpose of the study was to evaluate the elements influencing the academic performance of female students
at Elengaz Mixed Primary School in Khartoum State, Sudan. To meet the study's objectives, both quantitative
and qualitative methods were utilized for data collection. Information was gathered from 24 female students and
5 teachers through group discussions. The findings revealed several factors impacting the academic performance
of female pupils, including personal, socioeconomic, and school-related factors.
The majority of school pupils come from conflict-affected and underdeveloped regions, with their families
displaced to the outskirts of Khartoum. Teachers and female students have identified girls' participation in
domestic chores as a primary factor contributing to their low academic performance. The frequent absenteeism
of female students is viewed as a significant challenge to their educational success, with involvement in
household responsibilities and the school environment cited as major causes of this issue. During group
discussions, girls expressed that gender discrimination leads to a preference for educating boys over girls.
However, all female students expressed a desire to continue their education if provided with the necessary
resources.
The research found that various complex factors contributed to the underperformance of girls. It suggests that
efforts should be made to increase parental awareness, particularly among mothers, regarding the significance
of education, as well as to create more supportive and accommodating school environments for girls.
Girls from economically disadvantaged backgrounds often exhibit lower academic performance and higher rates
of school absenteeism. These issues of poor performance and frequent absences are interconnected and possess
unique gender-related dimensions. Inadequate academic results can lead to repetition, which may lead to feelings
of frustration and subsequently increase the risk of students dropping out of school (Shadia Daoud 2021).
Research indicates that female students face numerous obstacles, a lack of parental support, and gender
discrimination, all of which can negatively influence their academic success (Ketema, S., Shukri, A., and
Shimelis, B., 2022; Shadia Daoud, 2021).
Institutional factors, such as the availability of support services and the presence of gender biases within
educational settings, also influence their academic performance. Additionally, various factors contribute to low
achievement levels (Aemiro, 2018; Shadia Abdelrahim M. Daoud and Abdel Raouf Suleiman Bello, 2014).
Shadia Daoud 2021 and Enose M.W. Simatwa, T.M.O Ayodo (2011) emphasize that gender plays a significant
role in the underachievement of female students. The issue of inadequate academic performance among girls is
considerable and can lead to their withdrawal from school. It is essential to explore the underlying causes and
Page 6010
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
www.rsisinternational.org
consequences of girls' dropout rates. Gender-related factors may also impact the attendance of female students.
While numerous studies have investigated the reasons behind girls' dropout, a significant lack of research has
focused on the elements that contribute to their poor performance, which may ultimately lead to their departure
from the educational system. Various studies have identified multiple factors affecting the academic success and
achievement levels of female students (Enose M.W. Simatwa, T.M.O. Ayodo, 2011).
This study, conducted at Elengaz Mixed Primary School, in a severely disadvantaged community of displaced
individuals in the Umabada area of Khartoum State, aims to investigate the factors that contribute to, as well as
the reasons for, poor academic performance among female primary school students.
• To identify female students who exhibit low academic performance within the school.
• To analyze the underlying reasons for the low performance of female pupils.
• To evaluate the factors related to absenteeism as perceived by both teachers and female students.
• To examine the perceptions of pupils with low performance on the importance of education
• To explore gender-related causes of low academic performance among female pupils.
The research employed both quantitative and qualitative methods to gather data in order to fulfill the study's
objectives. A sample comprising teachers from the school and 24 female students with low academic
performance was selected. The selection of these 24 female pupils was facilitated by the headmaster and class
tutors, using criteria based on absenteeism and academic performance. The head teacher, along with four class
teachers (two male and two female), were chosen from Elengaz Mixed Primary School.
The research employed focused group discussions as a method for interviewing both teachers and students. The
following topics were addressed during the teachers' group discussion:
• Student demographics by gender
• Geographic origins of the students
• Common challenges faced by girls that contribute to their underperformance in school
• Factors contributing to girls' absenteeism in relation to their academic performance
Additionally, the discussion with pupils who exhibited high absenteeism covered the following points:
• The significance of education
• The concept of gender
• Discrimination between boys and girls, both in school and at home
• Perspectives on early marriage
• The role of girls in household responsibilities
• Time allocated for completing homework. The school environment
• Cultural and traditional influences affecting them
Page 6011
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
www.rsisinternational.org
The headmaster of the school shared the following details:
Elengaz Primary Mixed School was founded in 1994 with the objective of supporting impoverished communities
impacted by conflict and natural disasters. The institution employs five teachers, consisting of three permanent
male staff members and two female part-time educators. Currently, the school has an enrollment of 701 students,
comprising 382 males and 319 females (see Table 1).
Number of students According to gender
Class
Male
Female
Total
First
35
50
85
Second
56
40
96
Third
56
54
110
Fourth
57
49
106
Fifth
57
55
112
Sixth
37
29
66
Seventh
49
18
67
Eighth
35
24
59
Total
382
319
701
The majority of students come from conflict-affected and underdeveloped regions (refer to Table 2).
Distribution of students based on their place of origin:
State
Number of students
Percentage %
Southern Kordfan
Darfur
Southern Sudan
Blue Nile
Other states
Total
Page 6012
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
www.rsisinternational.org
All teachers involved in the group discussion concurred that female student’s exhibit lower academic
performance. The engagement of girls in household responsibilities was identified as a primary factor
contributing to this issue. One teacher remarked, "In general, girls dedicate significantly more time to household
tasks compared to boys." Another teacher added, "These chores are frequently undertaken by girls, either early
in the morning before school or in the evenings after school."
:
The frequent absence of female students is regarded as a significant obstacle to the continuation of girls'
education, as noted by the teachers. They elaborated on the factors contributing to girls' absenteeism, stating:
"The school facilities, particularly the latrines, are inadequate, with only three latrines available for both boys
and girls, and lacking doors. This situation makes girls uncomfortable using them, leading them to return home
for this purpose." Another teacher remarked, "Many mothers of these girls work long hours outside the area,
necessitating that their daughters stay home to care for younger siblings."
A total of 24 pupils from grades five to eight p1.3articipated in the study, with ages ranging from 10 to 19 years.
Among them, 10 pupils were aged between 10 and 13 years, while 8 pupils fell within the 13 to 19 age range.
All participants came from economically disadvantaged families, predominantly headed by females (mothers),
and their parents were largely illiterate, lacking the ability to assist them with their studies.
e:
When asked about their feelings regarding their gender, all the girls conveyed a positive sentiment, stating, "We
feel good about being female." However, they also noted that being female poses challenges to continuing their
education. Some expressed the belief that "education is only for boys, as girls must marry at an early age."
Out of 18 respondents, 8 acknowledged the overall importance of education, while 10 specifically highlighted
its critical role in the following areas:
- Promoting gender equality between boys and girls
- Enhancing per capita income
- Fostering human, personal, and future development
The impact of education on women's empowerment
Among the surveyed girls, 4 out of 18 believed that education does not contribute to women's empowerment,
although they were unable to articulate their reasoning. In contrast, 7 students expressed a positive view
regarding the influence of education on women's empowerment, providing
• It enhances employment opportunities and income.
• It broadens knowledge.
• It fosters a better understanding of life.
Page 6013
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
www.rsisinternational.org
• It encourages participation in decision-making processes.
Most of the students surveyed indicated that girls face discrimination within their households, especially when
compared to their male siblings. They highlighted several manifestations of this discrimination, such as:
• Girls are often expected to comply with their brothers' demands.
• Educational opportunities are more often granted to boys than to girls.
• Girls are frequently required to stay at home.
• Financial resources and clothing are more commonly provided to boys.
• Girls tend to take on a greater share of household responsibilities, leaving boys with more time to
concentrate on their studies.
:
The girls interviewed indicated that they were tasked with various homemaking duties, including food
preparation, cooking, cleaning, laundry, and caring for younger siblings. It is crucial to recognize that as a girl
matures, she is frequently expected to assume greater responsibilities in managing the household. This increased
burden can consume significant time during a phase when her educational demands are likely to be more rigorous
and require heightened concentration. Such pressures may adversely impact her academic performance,
potentially diminishing her motivation. Subpar performance can result in the need for grade repetition, and the
ensuing frustration may ultimately lead to school dropout.
Some girls supported their family finances by selling ice cream or working as domestic servants.
Thirteen out of eighteen girls reported that they do not have sufficient time to complete their homework due to
household responsibilities.
All participants indicated that the absence of latrines is a primary reason for dropping out of school.
The lack of access to water is also seen as a significant barrier that contributes to school dropout rates.
The high cost of breakfast forces many girls to travel long distances to find food, resulting in some not eating
before returning to school.
All students expressed a desire to pursue further education if adequate facilities were available.
The majority of girls hold views on early marriage that differ from those of their parents, while a small number
support the idea of early marriage.
Page 6014
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
www.rsisinternational.org
Their aspirations include obtaining an education, securing employment, and for some, attending university.
Only the girls interviewed were aware of the concept of gender, while most had never encountered the term
before.
Twelve out of eighteen girls identified early marriage as a significant traditional practice that jeopardizes their
educational pursuits.
The girls who were interviewed expressed the belief that the home should not solely be regarded as a space for
women; they should also be afforded the opportunity to engage in public decision-making and community
activities.
All participants reported encountering various challenges, including school fees and inadequate qualifications
of teachers.
The girls collectively proposed several suggestions to make schools more appealing:
- Implementing gender-segregated classrooms,
- Enhancing classroom decor, and
- Establishing separate restrooms for girls.
Girls are often assigned household chores, a responsibility that is not typically expected of boys. This expectation
can detract from the time available for academic pursuits, ultimately impacting the educational performance of
girls. Research indicates that the significant burden of domestic work on girls correlates with lower school
attendance rates (Hucks, V. 2011).
Engaging in household tasks consumes both time and energy, which are essential for students. Prolonged periods
spent on chores can lead to exhaustion, reduce the time allocated for studying, limit sleep, and impair cognitive
abilities necessary for effective learning. Children who are tasked with a greater share of household
responsibilities may exhibit lower academic performance (Pokou Edouard Abou, 2016).
The connection between school attendance, academic achievement, and work is generally viewed as detrimental.
Work obligations can interfere with education by consuming a significant portion of children's time (Heady,
2003).
Household chores require considerable physical effort, leaving girls with insufficient energy for attending school
or engaging in effective study. Consequently, fatigue and a lack of recreational activities that promote physical,
social, and emotional growth can lead to minimal mental stimulation, resulting in neglect of academic
responsibilities (Binder & Scrogin, 1999).
A girl may inevitably feel inferior when societal norms and familial expectations suggest that she is of lesser
value than a boy. Her sense of identity is shaped when her opportunities are restricted, and she is labeled as
Page 6015
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
www.rsisinternational.org
second-rate. This aligns with findings from Shadia Daoud's 2017 study on girls' education in Sudan, which
revealed similar outcomes.
The frequent absenteeism of female students is recognized by educators as a significant factor contributing to
poor academic performance and poses a challenge to the continuation of girls' education, as noted by Murat
AKKUŞ (2022) and supported by UNICEF (2013). Absenteeism ranks as one of the two primary reasons for
class repetition, alongside academic failure. Various studies have identified multiple factors contributing to
student absenteeism (Ozbas, 2010). Among these, adverse socio-economic conditions within families are
particularly influential, with financial difficulties playing a critical role. Additionally, parents' negative attitudes
towards education and their failure to prioritize it, as highlighted by Gomleksiz & Ozdas (2013) and Kearney
(2008), often correlate with lower levels of parental education.
The research explored female students' perceptions regarding the significance of education, which may
contribute to their absenteeism and underperformance. They emphasized the importance of education in
achieving gender balance between boys and girls (Tabreek Somani, 2017; UNICEF, 2012). Gender
discrimination also affects girls' academic performance, as they often bear a heavier burden of household
responsibilities, leaving boys with more time for homework, a finding supported by Shadia Daoud.
Furthermore, during group discussions, students identified aspects of the school environment that contribute to
female absenteeism, such as inadequate sanitation facilities and a lack of water (Keerti J, Pravin Y, 2011).
The research indicated that various complex factors contributed to the underperformance of girls. A significant
factor is absenteeism, which is influenced by gender-related issues such as parental perceptions of girls'
education and discrimination, ultimately leading to poor academic outcomes and potential dropouts.
Additionally, the involvement of girls in household chores consumes their time and energy, detracting from their
ability to complete homework. The school environment also plays a role in absenteeism and low performance.
In summary, while female students are eager to pursue their education, gender-related factors both within and
outside the school setting hinder their academic success. All female students are motivated to continue their
education and can achieve better academic performance if provided with the necessary resources.
It is essential to raise parental awareness regarding the significance of girls' education. Additionally, alleviating
the burden of household chores on girls by educating mothers about the negative impact of these responsibilities
on their daughters' academic performance is crucial.
Creating a more "girl-friendly" school environment is a vital first step toward increasing girls' enrollment.
However, retaining girls in school requires a multifaceted approach. This includes enhancing physical
infrastructure, such as providing separate toilets; ensuring the privacy and safety of girls in line with cultural
norms; employing teaching methods that challenge gender stereotypes and promote learning among girls;
offering trained female teachers as role models, particularly for older students; and involving the community in
school management.
1. Daoud, S. A. M. (2021). Perceptions of girls on the determinant causes of their dropout from basic
education in Sudan. Ahfad Journal, 38(1). Ahfad University for Women.
https://go.gale.com/ps/i.do?id=GALE%7CA676189614&sid=googleScholar&v=2.1&it=r&linkaccess=
abs&issn=02554070&p=AONE&sw=w&userGroupName=anon%7E6b42c976&aty=open-web-entry
2. Daoud, S. A. M., & Bello, A. R. S. (2014). Perceptions of internally displaced girls of being illiterate and
poor in an urban community: A case from Khartoum, Sudan. Journal of Research in Peace, Gender and
Development, 4(1), 1–7. https://doi.org/10.14303/jrpgd.2014.001
Page 6016
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
www.rsisinternational.org
https://www.researchgate.net/publication/261288572_Perceptions_of_Internally_Displaced_Girls_of_B
eing_Illiterate_and_Poor_in_an_Urban_Community_A_Case_from_Khartoum_Sudan
3. Ketema, S., Shukri, A. and Shimelis, B. (2022) Factors That Influence an Academic Performance of
Female Students in Kabridahar District, Somali Regional State, Ethiopia. Open Journal of Social
Sciences, 10, 360-375. Doi: 10.4236/jss.2022.104027.
https://www.scirp.org/journal/paperinformation?paperid=116794
4. Aemiro, T. (2018). Factors Affecting the Academic Performance of Female Students at Higher Education
in Ethiopia. Global Journal of Human-Social Science: G Linguistics & Education, 18, 24-28.
https://www.scirp.org/reference/referencespapers?referenceid=3221673
5. Enose M.W Simatwa, T.M.O Ayodo (2011). Gender factor in performance of pupils in Kenya Certificate
of Primary Education Examination in Kenya: A case study of Kombewa division, Kisumu district.
Educational Research, 2(3), 997–1005. http://www.interesjournals.org/ER
6. Hucks, V. (2011) Effect of household chores on girls’ academic performance in primary school
examinations in Misungwi District. Master dissertation, University of Dar es Salaam. Available
athttp://41.86.178.3/internetserver3.1.2/detail.aspx
7. Pokou Edouard Abou (2016) Does Domestic Work Affect the Academic Performance of Girls in Primary
School in Côte d’Ivoire? Empirical Evidence from European Scientific Journal December 2016 edition
vol.12, No.35 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431
https://www.econstor.eu/bitstream/10419/173233/1/8523-24768-1-PB.pdf
8. Heady, Christopher, 2003. "The Effect of Child Labor on Learning Achievement," World Development,
Elsevier, vol. 31(2), pages 385-398, February.
https://ideas.repec.org/a/eee/wdevel/v31y2003i2p385-398.html
9. Binder, Melissa & Scrogin, David, 1999. "Labor Force Participation and Household Work of Urban
Schoolchildren in Mexico: Characteristics and Consequences," Economic Development and Cultural
Change, University of Chicago Press, vol. 48(1), pages 123-154, October.
https://ideas.repec.org/a/ucp/ecdecc/v48y1999i1p123-54.html
10. Ozbas, M. (2010). The reasons of absenteeism in primary schools. Education and Science, 35(156), 32-
44
https://educationandscience.ted.org.tr/article/view/859
11. Murat AKKUŞ1, 9 2022) Problem of Student Absenteeism, Its Impact on Educational Environments,
and The Evaluation of Current Policies* International Journal of Psychology and Educational Studies,
2022, 9(Special Issue), 978-997
https://ijpes.com/index.php/ijpes/article/view/957/266
12. The UNICEF Education Think Piece Series: Innovative Thinking for Complex Educational Challenges
in the SDG4 Era.
https://www.unicef.org/esa/media/4911/file/UNICEF-Education-Think-Piece-Series-Book.pdf
13. Gomleksız, M.N., & Ozdas, F. (2013). An assessment of student (absenteeism) absence based on
education supervisors’ views. Electronic Journal of Social Sciences, 12(47), 106-124
14. Kearney, C. A. (2008). School absenteeism and school refusal behavior in youth: a contemporary review.
Clinical Psychology Review, 28(3), 451-471. DOI: 10.1016/j.cpr.2007.07.012
https://pubmed.ncbi.nlm.nih.gov/17720288/
15. UNICEF, 2012. Getting ready for school: a child-to-child approach. Programme evaluation for year two,
grade one outcomes.
https://www.childtochild.org.uk/wp-content/uploads/2013/08/UNICEF_CtC_2nd-GRS-
Evaluation_Grade-One-Outcomes_.pdf
16. Tabreek Somani (2017) Importance of Educating Girls for the Overall Development of Society: A Global
Perspective.
Journal of Educational Research and Practice 7(1):125-139
DOI:10.5590/JERAP.2017.07.1.10
https://scholarworks.waldenu.edu/jerap/vol7/iss1/10/
17. Keerti J, Pravin Y: A community-based study on menstrual hygiene among adolescent girls. Indian J
Matern Child Health. 2011, 13 (3): 1-6.
https://www.ircwash.org/sites/default/files/Jogdand-2011-Community.pdf
