THE STATE UNIVERSITY OF ZANZIBAR

(SUZA)

COURSE CODE:

COURSE TITLE:

COURSE INSTRUCTOR:

RESEARCH PROPOSAL

TITLE: FACTORS INFLUENCING POOR ACADEMIC PERFORMANCE OF

FEMALE STUDENTS IN SCIENCE SUBJECTS: THE CASE STUDY

LUMUMBA SECONDARY SCHOOL.

STUDENT NAME:

ACADEMIC YEAR:

YEAR OF STUDY:

Table of ContentsLIST OF TABLES.................................................................................................................................... iv

ABBREVIATIONS....................................................................................................................................v

CHAPTER ONE........................................................................................................................................1

Introduction...............................................................................................................................................1

1.1 Background of the Problem...........................................................................................1

1.2 Statement of the Problem...............................................................................................2

1.3 The objective of the study..............................................................................................3

1.3.1 General objective........................................................................................................3

1.3.2 Specific objectives......................................................................................................3

1.3 Question of the study.....................................................................................................3

1.4 Scope and delamination.................................................................................................4

1.6 Significance of the Study...............................................................................................4

CHAPTER TWO.......................................................................................................................................5

Literature Review......................................................................................................................................5

2.1 Introduction.................................................................................................................................5

2.2 Definition of Key Concepts........................................................................................................5

2.3 Students’ Perception and Attitude on Science Subjects.............................................................6

2.4 Factors Influencing Poor Academic Performance of Female Students......................................6

2.5 Research Gap..............................................................................................................................9

CHAPTER THREE.................................................................................................................................10

Research Methodology............................................................................................................................10

3.1 Introduction..................................................................................................................10

3.2 Research design...........................................................................................................10

3.3 Research Approach......................................................................................................10

3.4 The Area of the study..................................................................................................10

3.5 Sample and Sampling Techniques...............................................................................11

3.6 Data Collection Instrument..........................................................................................11

3.7 Validity and Reliability................................................................................................12

3.8 Ethical Considerations.................................................................................................13

3.9 Researcher as an Instrument/Role...............................................................................13

3.10 Data Analyses Plan....................................................................................................14

ii

3.11 Duration and Financial Arrangement of the Study....................................................14

BIBLIOGRAPHY...................................................................................................................................16

iii

LIST OF TABLES

Table 1: Number of females who pursued science

subjects……………………………………….2

iv

ABBREVIATIONS

ACSEE Advanced Certificate of Secondary Education Examination

A-level Advanced level

CSEE Certificate of Secondary Education Examination

FAWE Forum for African Women Educationalists

FEMSA Female Education in Mathematics and Science in Africa

HESLB Higher Education Student’s Loan Board

MKUZA Kiswahili name for ZSGRP

MoE Ministry of Education

MoEVT Ministry of Education and Vocational Training

NECTA National Examinations Council of Tanzania

NGOs Non-Governmental Organizations

O-level Ordinary level

v

vi

CHAPTER ONE

Introduction

This gives the background information about the research topic, it defines research problem and

explains the significance of the study. The objectives of this study, research questions, and the

Scope and delamination of this study.

1.1 Background of the Problem

Closing the gender gap in science is of critical importance for all countries because failure to do

so means the loss of vast human resources that could contribute to national development and

could further entrench gender inequality in society. Adefunke Ekine (1999).

As a result of the gender equality awareness since Beijing Conference in 1995, globalization,

science and technology development, democracy and more importantly hardship of life, women

in Zanzibar found themselves change their status in order to face challenges of the dynamic

world. Employment policy of 1997 put forward the need for protection for all employees and put

forward rules for equal employment between men and women. ‘Women are underrepresented

and almost invisible in all decision-making forums, although they constitute over 51% of the

total population’ (RGZ, 2004: 57).

Education is a very important factor for the development of women (MYEWCD, 2001).

Education is now regarded as an important factor in the changing world and it is also considered

a necessary tool to combat unemployment facing women in the isles. Education is considered

part of being modern, as it is justified for women by Islam. The modern man should have a

modern, educated wife (Fuglesang, 1992 cited in Vatne, 1999: 31). In 2006, there were 130

literacy centres in Zanzibar with an enrolment of 7,890 of which 77.3% were women (MoEVT,

2007a). Secondary education and above is a pre-requisite for sound and rapid economic growth.

For women, secondary education and above have a positive impact on equality, women’s

empowerment, family planning and enhancement of children’s intellectual achievement

(MoEVT/WB, 2007 cited in MoEVT, 2007a: 65). Women in Zanzibar have shown great interest

in pursuing higher education since the establishment of three universities in Zanzibar since 1997.

1

Mama (2003) notes that it is worth considering whether the tertiary gender stratification, does in

fact arise because the number of women with sufficient secondary qualifications in science

subjects is still too small to allow for equity in higher education institutions, as so much research

seems to show. The A-level is the determinant of who enters university and studies what.

Zanzibar has 15 secondary schools that offer advanced level studies, 12 of which are public and

three are private. Six out of 15 schools offer science subjects.

Despite various efforts undertaken to address the problem of gender inequality in science

subjects and in other sectors in Zanzibar, sensitization seems to base on the lower education

levels. Also in some government documents gender equality issue seems to be overlooked.

Strand (2007) argues that Zanzibar Education Sector Country Status Report (ZESCSR) of 2003

1.2 Statement of the Problem

Poor academic Performance of female students in science subjects in Zanzibar secondary schools

has been a persistent problem. It is generally approved that in the current knowledge economy

society, science, technology and innovation play a major role towards the achievement of the

Millennium Development Goal number 3; achieve universal primary education. (Ameir

2008).Several factors contribute to the low participation and performance of girls and women in

science and technology education and science based activities in Zanzibar and their lack of

motivation for learning science and technology. These include lack of relevant policies,

inadequate curriculum content and delivery, biased teaching materials and negative socio-

cultural attitudes and practices. It is therefore agreed that achievement of gender parity in science

and technology should rely on an appropriate mix of strategies based on lessons learned from

best practices and experiences at national, regional and international levels. (Ameir 2008).

Number of females who pursued science subjects at A-level, 2007

2

Figures in Table 1 reveal that in all six A-level schools that offer science subjects in Zanzibar,

female students were less represented in those subjects. With an exception of SOS in which

percentage of female students reached 46.4, proportions of female students in other schools

ranged from a low of 21 per cent to a high of 39.7 per cent in 2007.

The main reason for examining factors influencing poor academic performance of female

students in science subjects derives from the fact that, many developing countries blame the

women for not participate effectively in studying science subjects at the same time the

governments and the whole society emphasis the eradication of gender inequality but they fail to

find out the main factor that hinder women from participating from science subjects and their

persistent failure in science subjects. Therefore the further analysis is required to examine factors

influencing poor academic performance of female students in science subjects.

1.3 The objective of the study

1.3.1 General objective

The general objective of the study is to assess factors influencing poor academic performance of

female students in science subjects in a level.

1.3.2 Specific objectives

i. To understand female students’ perception on science subjects in secondary schools

ii. To examine challenges faced by female student in learning science subjects in public

secondary schools in Zanzibar.

iii. To explore best measures that can be used in order to improve female student’

performance in science subjects in public secondary schools in Zanzibar.

1.3 Question of the study

i. What are the main factors influence poor performance of females in science subjects in

Zanzibar?

ii. How the female students perceived and understood science subjects in secondary school

in a level?

iii. What are the challenges faced by female student in learning science subjects in secondary

school?

3

iv. What measures that can be used in order to improve female student’ performance in

science subjects in public secondary schools in Zanzibar

1.4 Scope and delamination

The study will focus on factors influencing poor academic performance of female students in

science subjects, the study is confined to the Stone town which specifically Lumumba Secondary

School. However, it is expected the results of this study will fairly reflect the situation of other

secondary schools of Zanzibar which have similar science subjects.

1.6 Significance of the Study

The findings of this study added to the existing body of knowledge about students’ abilities in

practical aspects of mathematics and science subjects at the Tanzania National Examinations

Council. Using this knowledge, stakeholders and especially teachers of science subjects may

understand better how boys and girls differ in their performance of practical skills. This will

enable them to devise techniques that may maximize the benefits of training in practical skills for

both boys and girls.

School management and other stakeholders should develop mentorship programmes that will

motivate and encourage students and especially girls to take up mathematics and science

subjects. The notion that technology is a male field should be driven out.

Also, National Examination Council examiners, mathematics and science subject teachers will

be able to set examinations that take into account any differences in the abilities of boys and girls

in the performance of practical skills.

4

CHAPTER TWO

Literature Review

2.1 Introduction

This chapter presents the literature review and Definition of key concepts to be applied in this

study. It explains Female students’ perception and attitude on science subjects, this chapter also

briefly analyzes Factors Influencing Poor Academic Performance of Female Students the chapter

ends by showing research gap.

2.2 Definition of Key Concepts

Science. It is a subject which embraces all science subjects, namely Biology, Chemistry, Physics

and Mathematics, therefore, is a subject that cuts across the school curriculum and needed in all

branches of science, applied science and social science (Adewumi, 1982).

Attitudes, A state of readiness and tendency to act or react in a certain manner when confronted

with certain stimuli (Bilton, 1987: 105).

Gender differences, these are differences as a result of being either female or male, arising from

social construction of roles associated with sex differences.

Gender mainstreaming the public policy concept of assessing the different implications for

women and men of any planned policy action, including legislation and programmes, in all areas

and levels. Mainstreaming essentially offers a pluralistic approach that values the diversity

among both women and men.

Public Secondary Schools Secondary school is a term used to describe an educational

institution where the final stage of schooling, known as secondary education takes place. It

follows elementary or primary education, and may be followed by university (tertiary) education.

Science Subjects These are subjects that are part of the curriculum and constitute part of the core

and compulsory subjects. The subjects offered are Mathematics, Chemistry, Biology, Physics

and Computer.

5

2.3 Students’ Perception and Attitude on Science Subjects

There are few studies that explore the female attitude and their perceptions on science subject

thus this study based on the work of Odunbunmi and Balogun (1985) and Olotu (1992

Considering the attitude of students to Science, it could be observed that very few students have

love for studying the subject and those who study it are mostly those who want to use it as a job

ticket‟, As Integrated Science is made up of these various science subjects which many students

regard as „hard‟ subjects having been miss-informed by senior students who are not interested in

the science subjects. Students also develop a negative attitude towards a certain aspects of

integrated science, that is, those topics that relate to Chemistry and Physics. Many researchers

studied have confirmed that students develop negative attitude to science learning.

This may after all be due to the fact that teachers are unable to satisfy the students‟ aspiration or

goal. Sometimes, some of the things some teachers teach in science have no bearing on the

students‟ practical life or their goal and sometimes do not provide the career incentives and

opportunities for them to appreciate the role of the scientist. This has often led to variations in

goals between learners, teachers, parent and industries.

Odunbunmi and Balogun (1985) examined the attitude of some Students towards Integrated

Science. The sample used comprised of 660 students. The result shows that urban school

students generated favorable attitudes than those from rural schools. Olotu (1992) in his work on

student‟s attitude to Agricultural Science said that negative attitudes are major causes of

students‟ under achievement or poor performance and that the same effect exists in all other

subjects, including Integrated Science. Generally, it could be submitted that students positive

attitude toward a particular subject might be by establishing the potentials inherent in that

subject, that such student will definitely relate to the subject student learning interest and his

academic performance in the subject.

2.4 Factors Influencing Poor Academic Performance of Female Students

Lack of Resource Books

The availability of science books in the school libraries that is among the most requested books

are those dealing with science related topics such as engineering, Mechanic, Rockets and many

other advanced sciences. There is a chronic shortage of these books for the average reader that

6

are closely linked with the kind of topics almost anniversary science courses (Dobson, 1980).

The situation is that the females are not given an equal opportunity to use the library facilities as

compared to the boys.

Lack of Skilled Man Power

Skills of teaching revealed that, bad teaching bring about backwardness. As a result of these bad

teaching skills, a child fails to master basic skills in science and this failure hold back pupil’s

progress. Teaching does not take place unless the pupils are learning. All what the teacher knows

is what they intend to teach but many are ignorant of what their pupils are learning. This is

because pupils in particular girls, they are unable to answer questions since they could not

understand what the teacher was explaining (Derville, 1990).

Lack of Teaching Materials and apparatus in the Laboratories.

Farrant (1991: 128) observed that, “The teaching of science can be affected by the unavailability

of resources in the school laboratories.” The design of school and limited resources allocated to

many of them compel teachers to use teaching methods which are much less effective than those

that could be used if resources and materials were available in the laboratories. The implication

is that girls are the ones that are affected in most cases because they cannot easily mix with the

boys.

Science Language

In most cases science lesson fail due to the science language. There is a danger that any specialist

group like scientists may develop their own kind of Maudlin English which acts as a barrier

rather than a means of communication. Most advanced books on science are too difficult to read

because they contain complicated words and ideas expressed in what is known as specialized

vocabulary. Many of these science books written for school children are too difficult for them to

read.

The science teachers are at times at fault, because they communicate to pupils at a high level.

This makes the learning of science too difficult to follow the inherent of the subject matter. The

effect of language on the learning of science observed that the hypothetical mode of language is

7

a simple turning if one is used to it. This is a standard chatter when one thinks about scientific

domain, but it is not the form languages that come easily to children (Lewis, 1972: 43).

Beliefs and Misconceptions

The pupils in particular the females, learning is affected by belief systems. From the earliest days

of its use, a child develops beliefs about the things in the surroundings by the time the child

receives formal education in schools, it has already constructed a set of beliefs about the natural

phenomena. In some cases, these beliefs are strongly held and may differ from the concept

theories which science teaching aims to communicate. In developing science teaching materials

with attention paid to the ideas which children themselves bring to the learning task, yet this may

have a significant influence in what children can and do learn from their science lesson. He

commented on the importance of considering what he called children’s misconceptions,

suggesting that there are amazing tenacious and resistant to any change or extinction and

learning without misconceptions may well prove to be the most determined single factor in the

acquisition and the retention of subject matter (Driver, 1986).

Girls’ Attitude

Girls have a negative attitude towards science subject in the sense that they think it is difficult

and they regard it a subject for boys. There are instances when pupils dislike learning science

subjects because of lack of skills in teachers which results in teachers using poor teaching

methods. In addition, some teacher’s especially female teachers have a negative attitude towards

girls and some do not give home work. Girls do not have as much access to schools as boys, as

they are generally confined to household chores. Even the retention of the few girls in school

(when they have access) is limited compared to that of boys. Kelly (1994: 54) states that, “the

ideals and almost only role that is envisaged for a girl is that she becomes a wife and mother. She

is expected to devote herself from an easily age, to chores and children so as to prepare herself

for this role.

Traditional Practices

8

Some cultural norms and beliefs are some of the factors that do contribute to the prevailing poor

performance of girls in science. The work that girls do at home before and after school is

important because the amount of work given to them would have a bearing on their level of

concentration and late coming. According to FAWEZA (1997), there is prevailing cultural

expectations, norms and traditional attitudes that restrict girls achieve mobility and opportunity.

2.5 Research Gap

Different scholars have written about the Factors Influencing Poor Academic Performance of

Female Students in Science Subjects in different parts of the world. (Judith 2002), (Samwel

2004) and (Kamirh 2012) But no rigorous work has been done to evaluate the full range of

Factors Influencing Poor Academic Performance of Female Students in Science Subjects in

Zanzibar. Therefore it is where the research gap was seen. There is a need to research in

Zanzibar so as to come up with the information which could be useful for the comparison and

contrast with the information from other areas and develop very effective recommendations, so

that is why the researcher decide to conduct research in Zanzibar.

9

CHAPTER THREE

Research Methodology

3.1 Introduction

This chapter outlines the research methodology that is used in the study. It is discussed under the

following sub-topics; research design, target population, sampling procedure, methods of data

collection, reliability and validity of data collection instruments, methods of data analysis, ethical

considerations.

3.2 Research design

The research design is the conceptual structure within which research is conducted; it constitutes

the blueprint for the collection, measurement and analysis of data (Kothari 2004). Meanwhile

Churchill, Gilbert etal (2002), Thus for this study, the descriptive research design is appropriate

because the nature of the problem is well known, the objective are clearly specified.

3.3 Research Approach

The research study used both qualitative and quantitative approach. This is referred to as mixed

design method. The mixed approach is preferred because it provided a systematic means of

collecting and presenting data. Besides, the study involved perceptions, attitudes and behaviors

that needed to be described. In addition, it was less costly and less time consuming considering

the time that was available for this study

3.4 The Area of the study

The study will be conducted in Unguja specifically Lumumba Secondary School which is

located in Stone town. Two criteria are used to select this case. First, it is selected because

Lumumba Secondary School involves both arts and science students in O-level and advance

level and second it is public secondary school which take different students from family

regardless their family background.

10

3.5 Sample and Sampling Techniques

Sample size

Sample size refers to the number of subjects or individuals selected from the study population

(Kothari, 2000). The appropriate sample size for this study will be 75 respondents, which

includes administrates, A-level science students’ parents and science teachers from the selected

school.

Sample techniques

Sampling is the process of obtaining the information about an entire population by examining

only a part of it. (Kothari 2000:187 ).In this study researcher will use stratified sampling

technique due to the fact that the population from which the sample will be taken is

heterogeneous in term of gender (female and male), status and ages so as to make equal

representation

3.6 Data Collection Instrument

A questionnaire

A questionnaire is “a list of carefully structured questions, chosen after considerable testing, with

the view of eliciting reliable responses from a chosen sample”. Hussey and Hussey (1997: 161),

To obtain information about the factors influencing poor academic performance of female

students in science subjects, a structured questionnaire is designed to obtain information from the

teachers, students and curriculum planners, the questionnaire will be distributed to the

respondent which will obtain at study area in regard to the objectives of the study.

Interview

This is the technique of collecting data through conversation; this is the conversation between

researcher and respondent which will guided by the preparation of questions, in this research,

structured interviews and semi-structured interviews are used to explore the perceptions and

experiences of parents and students in regarding to the science subjects.

11

Observation

Observation is the collection of data through direct visual or auditory behavior or experience. It

includes video or audio recording of behavior. It means that a researcher looks or listens in order

to see or hear the behaviors or words respectively. These provide the information needed for the

research. Monette, et al (1994). For this study participatory observation will be applied because

the researcher will have a number of informal conversations with the students and their parent

about their attitudes towards science subjects

3.7 Validity and Reliability

Most research studies, either qualitative or quantitative, strive to attain validity and reliability.

‘Validity concerns the soundness, legitimacy and relevance of a research theory and its

investigation…. Reliability refers to repeatability or consistency of a finding…’ (Mikkelsen

1995, 34). Triangulation is the approach taken to ensure that both validity and reliability of the

research findings will be ascertained. Through triangulation different sources of information are

adopted. Triangulation provided a basis to ‘overcome the problems that stem from studies

relying upon a single theory, single methods, single set of data and single investigator’

(Mikkelsen 1995, 5). Since the methods adopted will have limitations, it is anticipated that

through triangulation the weaknesses that prevail in each method would be addressed. Kvale

(1996) points out that the same phenomena can be investigated from different angles, by

including different informants and methods to determine the precise meaning and validity. The

use of multiple methods or different sources of information allowed the study to address the

research questions and cross-check information exhaustively.

Though efforts will be made to ensure that both validity and reliability of the empirical data is

taken into consideration, I cannot dispute the fact that all information collected are not

completely perfect. Challenges encountered in the field are unavoidable and could have to some

extent contributed to the limitations in the generation of credible empirical data.

12

3.8 Ethical Considerations

Before conducting the study, the researcher search for written permission from the concerned

authorities. The questionnaire will be approved by the supervisor before being used in the

research. The participants will be informed of the purpose of study and assured of

confidentiality. No names will be required on the questionnaire and participation will be

voluntary.

Also During the data-collection process and report writing, the researcher ensured that the

following ethical consideration will be strictly adhered to:

Protecting the identities and interests of all respondent by keeping to the norms of

confidentiality. Based on these norms, participants were instructed not to reveal their

names to the researcher,

Explanation of the purpose of the research to the participants beforehand and seeking

permission to use information gathered from them in writing. The researcher also

explained to them that the information obtained was purely for his master’s degree and

nothing else,

No form of coercion was used against respondents. The research ensured that their

participation was voluntary,

Acknowledgement of all the sources of data used and quotations in the report,

The researcher also behaved in a respectful manner to all participants/respondents

throughout the research and finally thanked them for accepting being part of the research.

3.9 Researcher as an Instrument/Role

13

3.10 Data Analyses Plan

Data analysis refers to the computation of certain measures along with searching for patterns of

relationship that exist among group of data (Kothari, 2000: 151). In this study, The Statistical

Package for Social Sciences (SPSS) and basic descriptive statistic will be used in order to

establish numerical frequency distribution, percentages and cumulative frequencies as well as

cross tabulations, the data generated will be further summarized in the form of tables which will

be finally converted to pie charts and histograms using Microsoft excel 2013 version. For

qualitative data which will be obtained through closed ended questionnaires will be transcribed

and coded according to themes.

3.11 Duration and Financial Arrangement of the Study

This includes the time of conducting the research and the budget which shows all requirements

to the carried research.

Duration of the study

The research will be conducted under several months from time of starting. The following table

shows the time of the research.

TIME (MONTH) DURATION ACTIVITY

January 2015 Three Weeks Secondary data collection.

February 2015 Four Weeks Primary data collection.

14

February 2015 One Week

Data interpretations and analysis.

March 2015 Four weeks Report writing.

April 2015 Four weeks

Further revision of the research.

June 2015 2nd Week

Submission of the Research

depending to the date arranged.

Financial Arrangement of the Study

Also it will include the following necessities and their costs.

NECESSITIES DETAILED COST IN

TSHS.

SUB TOTAL COST IN

TSHS.

Transportations fair i. Fair from fuoni to

stone town 1000 per

day x 10days

=100,00/=

Meals 5,000 per day x 10days =50,000/=

Stationary All particulars cost 200,000/= =200,000/=

Other expenses like

miscellaneous costs.

150,000/= =150,000/=

15

TOTAL COST

= 410,000/=

BIBLIOGRAPHY

Adewumi DO (1982). The effect of lack of qualified teachers on the teaching of mathematics in

Nigeria schools. J. Sci. Teach. Assoc. Niger. (STAN), 20(2): 85-89.

Adefunke Ekine and Negar Ashtari Abay Enhancing Girls’ Participation in Science in Nigeria; A

Driver for National Development and Social Equality.

Ameir Mohammed Makame (2008).The Gender Gap in Higher Education in Zanzibar,

University of Oslo

Bilton, T. (1987. Introductory Sociology. London: Macmillan Press Ltd.

Bryman, A. (2008). Social Research Methods (3rd Ed.). New York: Oxford University Press.

Cornwell, A. (2008). Unpacking ‘Participation’: models, meanings and practices. Community

Development Journal, 43(3), 269-283.

Creswell, J.W. (2003). Research and Design: Quantitative, Qualitative and Mixed Methods

Approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.

Creswell, J.W. (2009). Research Design: Qualitative, Quantitative and Mixed Methods

Approaches (3rd Ed.). Thousand Oaks, CA: Sage Publications.

Driver, R. (1986). Pupils of Scientist. London: Open University Press.

Goodlad JI (1984). A place called school: Prospects for the future. New York: McGraw Hill

Kvale, S. 1996. Interviews: An Introduction to Qualitative Research Interviewing. Sage

Publications. Lund.

Mikkelsen, B. 1995. Methods for Development Work and Research: A Guide for Practitioners.

Sage Publications. New Delhi.

16

Odunbunmi EO, Balogun TA (1985). The attitude of some Nigerian students towards Integrated

Science. JORIC, 3(1): 17-23.

Olotu B (1992). The main causes of student’s underachievement in; agricultural science. J.

STAN, 72(2): 76-80.

Mama, Amina. (2003). “Restore, Reform but do not transform: The Gender Politics of Higher

Education in Africa.” Journal of Higher Education in Africa 1 (1): 101-125.

Ministry of Education. (1999). Prospective, Stock-Taking Review of Education in Africa: The

Zanzibar Case Study. A Study Report, November 1999. Government Printer, Zanzibar.

Ministry of Education and Vocational Training. (2006). Education Policy 2006. Government

Printer, Zanzibar.

Ministry of Education and Vocational Training. (2007a). Education Situation Analysis 2007.

Volume I: Main Text, Draft 3, June 2007. Government Printer, Zanzibar.

Ministry of Education and Vocational Training. (2007b). Matokeo ya Mitihani ya Kidato cha

Sita, 2006/2007 (Compilation of Form VI Examination Results for 2006/2007). MoEVT,

Zanzibar.

Ministry of Youth, Employment, Women and Children Development (Wizara ya Vijana, Ajira,

Maendeleo ya Wanawake na Watoto). (2001). Sera ya Hifadhi na Maendeleo ya Wanawake

(Policy for Protection and Women Development). Government Printer, Zanzibar.

Ministry of Higher Education Science and Technology. (2005). Statistical Information in Higher

Learning Institutions 2004/2005.

17