In South Sudan, the rate of girls’ absenteeism in secondary schools is higher than that of boys, with more than 73 percent of the country’s girls of school-going age not having regular school attendance UN (2018). Girls; face many challenges due to poor menstruation-related knowledge, insufficient access to menstrual hygiene materials, adequate school water, sanitation and hygiene (WASH) facilities for personal cleaning; according to Muvea (2011), menstruation is one of the major issues hindering adolescent girls’ school attendance in most developing countries, UNICEF (2013) further asserted that girls face a complete lack of sanitary pads, clean washrooms, and adequate water supply in most schools; this makes girls miss school for a considerable time during menstruation period which negatively impacts on the quality of learning they receive. Therefore; the purpose of this study was to investigate influence; of the school hygiene on girls’ school attendance. Focusing on washrooms, sanitary ware, and provision of clean water in Munuki Payam Juba County.

Key informant interviews, questionnaires, and documentary analysis on the influence; of school hygiene on girls’ school attendance to generate the needed information.

The researcher concluded based on study findings, that schools in Munuki Payam Juba County do not have enough toilets for both boys and girls to enhance their personal hygiene to enable girls to cope with their academic life, forcing them to miss class regularly. The researcher also concluded there are no separate toilets for both boys and girls for personal privacy, which made girls leave school early during the menstrual cycle because of fear of sharing the same bathroom with boys. The researcher; further concluded that parents do not provide hygienic pads to girls and schools do not include sanitary pads as part of admission requirements, as mentioned by one of the headteachers that it’s the role of their parents to provide girls with sanitary pads individually.

The researcher recommends school management teams in Munuki Payam should construct enough and separate toilets mark for boys and girls to enhance privacy among the girls during their menstrual cycle to help reduce absenteeism; parents should provide girls with sanitary pads; schools administration should include hygienic pads as part of admission requirement and supervise the proper use in the school by girls.

CHAPTER ONE

1.0 Introduction

This chapter presents the historical background, conceptual framework, statement of the problem, purpose of the study; objectives, research questions, significance of study; the scope of the study; and the justification of the study.

Historical Background

According to Muvea (2011), Due to the lack of safe, economical, practical, and culturally relevant methods of treating the issue impacting them physically, socially, and mentally, menstruation is one of the main challenges preventing teenage girls from attending school in the majority of poor nations. It impairs wellbeing and limits access to education. Girls; lack of sanitary pads, clean restrooms, and enough water supply in most schools; this causes girls to avoid school for a significant amount of time during the menstrual month, which has a detrimental effect on the level of learning they get.

Girls face numerous difficulties as a result of inadequate menstrual hygiene knowledge, limited access to menstrual hygiene supplies, and inadequate school WASH facilities for cleaning and washing their own clothes or menstrual cloths, changing in private, and discretely discarding menstrual hygiene supplies. Girls who lack awareness, are unable to control their menstrual flow, or are taunted by others may feel stress, humiliation, embarrassment, bewilderment, and dread. These difficulties may have a significant effect on girls’ educational opportunities, leading to absenteeism, distraction, decreased school attendance, and falling behind in course work UNICEF (2013).

In Bolivia, despite recent progress made by the government in improving Water, Sanitation, and Hygiene (WASH) facilities in schools, the existing education and healthcare policies still lack explicit provisions for menstrual hygiene, (UNESCO, 2012.)

In 2007, the Kenyan Ministry of Education conducted a study that revealed a significant link between the absence of sanitary pads, inadequate washroom facilities, the lack of clean water provision, and a shortage of reproductive health education. This combination of factors resulted in girls being absent from school for more than 3.5 days per month. Furthermore, the Ministry of Education observed that thousands of schoolgirls in Kenya missed approximately one and a half school months every year due to challenges related to their menstrual cycles.

Menstruation, however, continues to be a major issue in South Sudan that goes beyond the field of education. It is critical to have access to necessities for menstruation hygiene, including secure restrooms, clean water, soap, and suitable waste disposal systems. This helps not just the wellbeing of the academic personnel but also the benefit of the students. Traditionally, school hygiene in South Sudan has received minimal attention in the context of national development. It has remained marginalized and seldom addressed in national discussions. Furthermore, both individuals and the private sector have not given due importance to hygiene. As a result, school hygiene suffers from inadequate political and public support, a lack of legislative and policy guidelines, suboptimal technology choices, inefficient allocation of resources (human, financial, and material), and insufficient collaboration and coordination among all stakeholders, as highlighted by the (Ministry of Health in 2012).

1.2 Statement of the problem

Girls are more likely than males to miss class in South Sudan’s secondary schools. The United Nations estimated in 2018 that over 73 percent of South Sudan’s school-age females had irregular attendance, making the country’s education statistics among the most concerning in the world.

Girls face many challenges related to menstruation, inadequate access to menstrual hygiene products, and a lack of appropriate school WASH facilities for maintaining personal hygiene, washing clothing or menstrual items, changing materials in private, and disposing of menstrual hygiene products. In 2013, UNICEF highlighted these difficulties.

The high rate of school absenteeism among secondary girls prompted the researcher to carry study; on an investigation of the influence; of school hygiene on girls’ school attendance in Munuki Payam Juba County.

1.3 Purpose of the study

The purpose of this study; was to investigate the influence; of school hygiene on girls’ school attendance in selected secondary schools in Munuki Payam Juba County Central Equatoria State.

1.4 Objectives of the Study

To investigate the influence; of washrooms on girls’ school attendance in Munuki Payam Juba County.
To analyze the influence; of sanitary ware on girls’ school attendance in Munuki Payam Juba County.
To examine the effects of the provision of clean water on girls’ school attendance in Munuki Payam Juba County.

1.5 Research Questions

What is the influence; of washrooms on girls’ school attendance in Munuki Payam Juba County?
What is the influence; of sanitary ware on girls’ school attendance in Munuki Payam Juba County?

What are the effects of the provision of clean water on girls’ school attendance in Munuki Payam Juba County?

1.6 Scope of the Study

This section includes, content scope, time scope, and geographical scope.

1.6.1 Content scope

The difficulties that South Sudanese females with menstrual periods encounter while attending school have received little prior attention. Data was painstakingly obtained for this inquiry, then it was presented, examined, and thoroughly debated. The research’s findings led to a series of conclusions and suggestions that shed light on how school cleanliness affects females’ attendance at educational institutions. in Munuki Payam Juba County schools.

1.6.2 Time scope

The study; covered a period from January 2012 to September 2020 when the Girls Education South Sudan (GESS) project was operational. The study; focused on the influence; of sanitary ware, provision of clean water, and washrooms on secondary girls’ school attendance in Munuki Payam Juba County.

1.6.3 Geographical scope

Geographically, the study; covered Munuki Payam Juba County Central Equatoria State.

1.7 Significance of the Study

(i) The study will assist the South Sudanese Ministry of Education, Science, and Technology in improving educational systems to help advance the academic performance of girls.

(ii) The study will give the South Sudanese government the opportunity to devise new strategies for enhancing pupils’ academic achievement.

(iii) The research will make it possible for future academics to understand the advantages of girls’ education.

(iv) The study will also detail the difficulties faced by girls enrolled in secondary schools.

1.8 Definitions of key terms

Gender; Socially constructed roles, behaviors, activities, and attributes that a particular society deems suitable for individuals are referred to as gender, whereas sex pertains to the biological and physiological characteristics distinguishing males from females. In this study, gender has been employed as a variable presumed to impact the choices made by boys and girls in selecting science subjects.

Gender Equity: It refers to making provision for the more marginalized gender groups with respect to rights to social goods and amenities such as education.

1.9 Conceptual framework

School attendance

-Daily school attendance

-Timely attendance at school

School Hygiene

– Presence of washrooms

-Sanitary ware.

-Provision of clean water

Independent Variables Dependent

Variables

-Culture

-Government policy

-Family

Extraneous Variables

The Conceptual Framework for School Hygiene Research Activities and Themes was based on the following factors:

Social Factors-Policy, tradition, cultural beliefs;

The researcher conducted a desk review of school and gender-related WASH policies, curriculum materials, and reports on teacher training.
Questionnaires were administered by the researcher to both female students and teachers to gather insights on norms, beliefs, and local knowledge, with input sought from students, teachers, and head teachers.

Environmental Factors-Water, sanitation, and resource availability

The researcher conducted on-site observations within schools to assess the status of WASH facilities, focusing on the availability and affordability of menstrual hygiene supplies.
Questionnaires were distributed to teachers to gather information regarding the availability of resources, support for WASH initiatives, and the role of teachers in educating girls.
Additionally, questionnaires were distributed to girls to gauge their perspectives on school life, the overall environment, and their utilization of WASH facilities.

Interpersonal Factors-Relationships with family, teachers, peers

The researcher distributed questionnaires to both female and male students to capture their viewpoints on shifts in gender roles after menarche, their interactions within the family, peer groups, and with teachers, as well as their access to information, practical guidance, and essential supplies.
Key informant interviews were conducted with headteachers to gain insights into the role of teachers in supporting female students and to understand the dynamics of changes in girls’ interactions with others.

Personal factors-Knowledge, skills, beliefs.

The researcher administered questionnaires to girls on biological knowledge about menstruation and practical knowledge about menstrual hygiene management. coping mechanisms and behavioral adaptations; needs, attitudes, and beliefs about menstruation; self-efficacy regarding management

Biological factors– Age of menstruation cycle.

The researcher administered questionnaires to girls on the severity of pain, including headaches and cramps, and influence; on behaviour, and school experience; the intensity of flow and ability to manage menstruation in the school setting; weakness, ability to concentrate, fatigue

1.10 Conclusion

This chapter discussed the background of the study, problem statement, purpose of the study; research questions, study scope, significance of study; definition of key terms, conceptual framework; however, the proceeding chapter viewed related literature to the study.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter presented the views of other scholars in line with study; objectives specifically, on the presence; of washroom on girls’ school attendance, the influence; of sanitary ware, and the provision of water on girls’ school attendance.

2.1.1 The influence; of the presence of washrooms on Girls’ school attendance

One important factor that might affect how well females succeed academically is hygiene. Toilets, drainage systems, sewage management, and waste disposal systems are all crucial parts of sanitation systems. The academic success of female pupils may suffer in a school when there is an inadequate sanitary infrastructure. For instance, as Kassimoto (2008) noted, inadequate and poor restroom facilities have been pointed up in the past as leading to females’ underperformance. In addition to impeding academic progress, this problem prevents girls from fully exercising their entitlement to an education.

Hygiene constitutes a critical element that can influence the academic performance of girls. Sanitation systems encompass essential components such as toilets, drainage systems, sewage management, and waste disposal systems. When a school lacks a proper sanitation infrastructure, it can have adverse repercussions on the academic achievements of female students. For instance, as highlighted by Kassimoto (2008), subpar and insufficient latrine facilities were identified in the past as contributing factors to girls’ underperformance. This issue not only hampers academic success but also hinders girls from fully realizing their right to education.

The distinguishing factor among schools is what sets them apart, resulting in differences in interactions and practices. Kunje, Selemani-Meke, and Ogawa (2009) go on to argue that while each school may possess its unique culture, these cultures tend to be characterized by gender segregation. This implies that cultural norms and practices are often directed towards a particular gender, class, race, power dynamic, and so forth.

Furthermore, this tendency gives rise to the development of gender-specific patterns within school cultures, mirroring broader societal structures. This is particularly evident in aspects like restroom facilities, where women are not afforded equitable priority. In contemporary educational systems, this has had a notable impact on girls’ attendance rates, affecting their access to education.

In many poor nations, particularly in Sub-Saharan Africa, girls’ education is not seen as a top priority. Compared to the proportion of girls attending school in Nairobi’s affluent suburbs, females are less likely to attend school in Kibera, a Nairobi neighborhood with subpar toilet facilities. India, which has the greatest percentage of schools without restrooms worldwide, also has some of the lowest rates of female children attending school.

2.1.2 The influence; of sanitary ware on Girls’ school attendance

At this point, it is clear that a student’s academic success depends on their attendance at school. Despite the value and appeal of more frequent attendance at school among Nigerian pupils. According to Ahmed (2008), this educational failure has the potential to cause a workforce shortage in subjects connected to science and technology in Nigeria. This might have an impact on Nigeria’s goal of joining the top 20 industrialized nations by the year 2020.

According to a study by Byoung-suk, K. (2012), it is emphasized that providing children with a secure, wholesome, and engaging setting is crucial for their growth and learning. Considering that children typically devote 6 to 8 hours per day at school during the academic year, the physical environment of the school plays an immensely important role in shaping child development. Furthermore, a significant portion of their time is spent in schoolyards or commuting to and from school. This circumstance necessitates meticulous planning and thoughtful design to maximize the opportunities that facilitate education, well-being, and environmental responsibility.

The creation of suitable learning possibilities is significantly influenced by the strategic location of schools. The location of the school, which includes elements like the curriculum, instructional methods, and interpersonal relationships, dramatically effects students’ performance because most of a child’s day is spent on school grounds (Kautz et al., 2014). The environment has a key part in shaping learners’ character, which is an essential aspect of their educational journey. Effective understanding and absorption of knowledge are made possible by a safe and loving atmosphere. It’s crucial to remember, too, that many rural schools struggle to offer a similarly stimulating learning environment. Academic success is significantly impacted by this disparity in learning settings, especially in disciplines like mathematics that call for the best possible learning environment.

The importance of school location in learning is emphasized by Lyons (2012), a topic that has been investigated in a wide range of research over the course of several decades. Some of these studies have focused on the effects of site selection and how they affect students’ academic performance. In order to help educational authorities make important choices regarding the best placement of various school types, determining the right size for schools in particular locations, and determining whether it is necessary to build new educational institutions, this study aims to offer insightful information.

The 2012 World Bank Guidelines place a strong emphasis on the necessity of taking the school environment into account while building educational facilities, whether in urban or rural settings. It is necessary to do a thorough review of all relevant issues before starting school building. These considerations cover site selection, facility design, intended use, capacity planning, and elements relating to teachers, such as their availability, credentials, and the age ranges of the children they will be teaching. Furthermore, it is imperative to gather vital student demographic information, including age distribution, gender, prior educational experiences, residence locations, transportation arrangements, and commute durations. This comprehensive analysis should extend to both rural and urban areas, incorporating data on land utilization, appropriately scaled administrative maps, planning reports, settlement patterns, and other relevant factors. These elements collectively serve as indispensable prerequisites for making well-informed decisions when it comes to constructing schools.

2.1.3 The effects of the provision of water on girls’ school attendance.

Menstruation leads to a significant loss of 3.5 million learning days per month for adolescent girls in Kenya. The limited access to safe, affordable, convenient, and culturally appropriate menstrual management methods has profound implications for the rights and overall well-being—physically, socially, and mentally—of numerous adolescent girls not only in Kenya but also in other developing nations. This issue not only compromises their sexual and reproductive health but also hinders their access to education.

In the face of a complete absence of sanitary pads, it’s clear that girls miss extended periods of school, which detrimentally affects the quality of education they receive, their academic performance, their retention rates, and their progression through the education system. Consistent discomfort in the classroom and frequent school absences have a detrimental impact on girls’ active participation, leading to prolonged periods of absence that further undermine their academic achievements.

This disrupted attendance, coupled with insufficient learning opportunities, ultimately translates into poor long-term educational outcomes and may contribute to the eventual dropout of these girls, as pointed out by Muvea (2011).

Moreover, a 2007 study conducted by the Ministry of Education in Kenya revealed that providing sanitary pads alongside comprehensive sexual and reproductive health education could effectively reduce girls’ absenteeism by more than 3.5 days per month. This approach also yielded important benefits, enhancing girls’ self-esteem and self-confidence. The Ministry of Education further highlights that a significant number of Kenyan schoolgirls miss approximately one and a half months of schooling annually due to menstrual-related reasons, which not only impairs their academic performance but also erodes their self-esteem and widens gender disparities in educational accomplishments.

Many girls, unable to afford sanitary napkins, resort to unhygienic alternatives such as leaves, old cloth, sponges, soil, or feathers, putting their health at risk. Consequently, existing programs aimed at retaining girls in school often rely on labor-intensive community engagement strategies, yielding modest gains with slow progress and uncertain outcomes, as noted by Otieno (2007). These initiatives include those led by local NGOs, churches, and well-wishers who occasionally distribute sanitary towels to schools. Another significant program is the government’s effort launched in 2012 as part of the Free Education for All campaign, as highlighted by Scott et al. (2009). The Kenyan Ministry of Education introduced the National Sanitary Towels Program (NSTP) in public primary schools in 2012, with the primary objectives of increasing opportunities for economically disadvantaged adolescent girls and reducing absenteeism while simultaneously enhancing self-esteem and participation during instructional activities (Ministry of Education).

Menstruation extends beyond the scope of learning, permeating the educational environment. The provision of menstrual hygiene materials necessitates their availability, alongside access to health services and the provision of safe latrines, clean water, soap, and adequate sanitation facilities with proper disposal mechanisms. These goals offer advantages to all stakeholders within the school community, encompassing both students and staff. Conversely, the failure to achieve these objectives places girls in jeopardy of being deprived of a high-quality educational experience, as highlighted by UNESCO (2014).

One of the most formidable periods in a student’s life is puberty, a time marked by numerous simultaneous changes as the body transitions into adulthood. Puberty itself isn’t a problem to be solved; rather, it represents a phase of accelerated physical growth and sexual development experienced by every human being. However, when learners confront this pivotal life stage unprepared, they often find themselves bewildered and without the necessary support, ultimately affecting the quality of their education. In some instances, it can even directly impact school attendance, particularly among girls.

The education sector must take the initiative to ensure that all learners are adequately prepared for these transformative changes. This objective necessitates education about puberty, often integrated into a broader program of comprehensive sexuality education. Moreover, it requires creating and maintaining educational environments that are safe and clean, conducive to fostering healthy practices. The concept of a health-promoting school plays a central role in delivering a high-quality education to all students, including those navigating the challenges of puberty, as emphasized by UNESCO (2014).

Menstruation is frequently considered a personal and private topic, which can make it challenging to address in public settings like a classroom. Several studies, particularly those conducted in low-income countries, reveal that a significant majority of girls commence menstruation without a clear understanding of what is happening to their bodies or why it’s happening. In this context, schools assume a vital role in providing education about puberty, as many parents find it arduous to broach sensitive and sexual topics with their children, even if they recognize that it’s their responsibility (McMahon et al., 2011).

The menstrual cycle has frequently been unfairly portrayed as a “curse” and seen as a danger to public hygiene. It is essential to bring information that emphasizes menstruation as a useful and normal biological function in order to foster a more positive and nuanced view. Girls’ self-confidence in their bodies and bodily processes may be greatly boosted by addressing and combating the stigma and aversion connected with menstrual blood. According to Kirk and Sommer (2006), this in turn promotes a healthy transition from puberty into adolescence and eventually adulthood.

Pakistan’s education system comprises both public and private schools, with a noticeable surge in private education. The increasing enrollment in private schools has been linked to research demonstrating a positive correlation between private schooling and enhanced educational outcomes (Chaudhury et al., 2006). Although some schools in the country are co-educational, a majority are gender-segregated. There exists a gender bias in the allocation of budgets for constructing and maintaining these schools, as well as in the standards applied for teacher recruitment. For instance, as reported by Alif Ailaan in 2015, the average annual budgets for female-only schools across the nation amounted to a mere $1300 per school, in stark contrast to the $2800 allocated for male-only schools in the same tehsil (sub-district).

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter presents the procedures the researcher used to achieve study; objectives on an investigation of the influence; of school hygiene on girls’ school attendance in Munuki Payam Juba County. It; describes the study; design, population, sample size and selection, sampling techniques, instruments, data management and analysis, reliability, and validity; ethical considerations, limitations, and delimitations.

3.1 Research Design

In this study, a descriptive research design was employed, utilizing both quantitative and qualitative approaches to ensure the comprehensive collection, analysis, and meaningful discussion of data in a well-structured manner. This approach encompassed both numerical and statistical (quantitative) data as well as descriptive and narrative (qualitative) information. The choice of a descriptive research design was substantiated by the investigation’s focus on assessing the impact of school hygiene on girls’ attendance in Munuki Payam. This design was particularly well-suited because it incorporated primary data collected from selected respondents and secondary data gathered from headteachers, teachers, and students. The descriptive design facilitated data analysis through methods such as frequency counts and averages or percentages, derived from the questionnaires and interview guides. Furthermore, it enabled meaningful comparisons among the respondents, offering a comprehensive perspective on the variables under examination (Riffe et al., 2019).

3.2 Area of Study

This study was conducted in Munuki Payam, situated within Juba County in Central Equatorial State, South Sudan. Munuki is a small locality positioned to the west of the city and is situated along the Juba Mundri Road. Notably, Munuki is in close proximity to the Bilpam military headquarters. Estimating the population became challenging due to several factors, including families who had sent their children to study in Uganda returning to South Sudan during the COVID-19 lockdown and the significant influx of returnees following improved relative peace in the country.

Munuki Payam boasts more than ten secondary schools, comprising both government-funded and privately owned institutions. It stands out as one of the Payams in South Sudan with a notably high enrollment of girls in primary schools compared to secondary schools, as indicated by the Girls Education South Sudan report from 2019. Furthermore, the report highlighted that secondary girls’ school absenteeism rates were disproportionately high compared to their male counterparts. In a broader context, according to the United Nations (2018), South Sudan’s education indicators remain among the worst in the world, with more than 73 percent of the country’s school-age girls lacking regular school attendance. This high absenteeism rate among secondary girls served as a catalyst for the researcher to undertake this study, focusing on investigating the impact of school hygiene on girls’ school attendance in Munuki.

3.3 Population of the Study

According to Burns (1997), the population of a study is the total set of possible observational units, which includes all humans or things that share at least one attribute. A total of 199 schools were found to serve 88,820 students enrolled in nursery, primary, and secondary levels, according to a 2013 study of schools done throughout the five Payams of Juba. 73.9 percent (147 schools) of these institutions were privately owned, while 26.1 percent (52 schools) were operated by the government. Government schools attracted 37.4% of students, which was a higher percentage than their private counterparts, which attracted 62.6 percent of students. Notably, there are six different types of private schools, including those run by non-governmental organizations (NGOs), communities, churches, mosques, and Teachers’ Trade Unions (TTUs), which are a unique kind of fee-paying school founded by public employees. The largest proportion of schools was privately owned (28.1 percent), followed by government schools (26.1 percent) and church-affiliated schools (25.1 percent). However, the specific population of interest for this study consisted of headteachers, teachers, and secondary school students within Munuki Payam, Juba County. This study included 96 respondents, including 52 students from senior one and two classes who served as the study’s primary focus, 14 secondary school head teachers who contributed insightful technical information, and 30 secondary teachers who were crucial in helping to understand the educational landscape.

3.4.0 Sample size

As stated by Amin (2005), sampling is the procedure of choosing elements from a population in such a way that these sampled elements accurately reflect the characteristics of the entire population. Mugenda (2003) argued that it is impractical to study an entire target population, hence researchers opt to work with a sample of individuals. A sample, in this context, refers to a subset of people selected from the larger population. For this particular study in Munuki Payam, Juba County, the sample size consisted of 50 respondents. These individuals were chosen from a total of 96 using probability sampling techniques.

Respondents	Total Population	Sample size
Headteachers	14	8
Teachers	30	15
Students	52	27
Total	96	50

3.4.1 Sampling Techniques

Sampling is a research technique that enables researchers to extrapolate data about a population from By examining data from a sample of people, researchers can use the sampling research approach to make generalizations about a group. The researcher used a probability sampling approach in this investigation, which entails calculating the chance that each candidate will be chosen before making a final decision. The selection of a representative sample was assured by this exacting sampling technique. The study chose a sample size of 50 responders from a total population of 96 using the probability sampling technique, which is seen to be a respectable number. Sample sizes more than 30 and fewer than 500 are regarded as adequate for research purposes, according to Sekaran (2000:296).

Simple random sampling technique;

Simple random sampling involves selecting a small, randomly chosen portion of the entire population to represent the entire dataset, ensuring that each member has an equal probability of being chosen. In this study, the researcher adopted a simple random sampling technique for selecting respondents, ensuring that every individual had an equal opportunity to be included and contribute to the study’s results, which could then be generalized to a larger population.

Purposive sampling technique;

Purposive sampling was the second procedure that was employed to select schools and headteachers. This sampling technique, is based entirely on the judgment of the researcher. (White, 2005). Researcher, used his decision on head teachers and schools he could easily access.

3.8 Data collection methods and Instruments

3.8.1 Key Informant Interview

Key informant interview is the method of data collection where respondents who have or believed to have the needed information, for example, girls’ school attendance from the classroom teacher who attend to students; interviews can either be administered manually/face-to-face or electronically. Key informant interview; was an appropriate method of data collection because it gave the researcher room to clarify questions to respondents and suitable for exploring issues related to the study; the, researcher found a vivid picture of the respondents’ perspective of the topic. The interview guide; was an effective qualitative method for getting people to talk about their feelings, opinions, and experiences. It provided; an opportunity for the researcher to gain insight into how people interpret and order the word.

The views; of the respondents were personal reflections of their personal experience on the influence; of school hygiene on girls’ school attendance in secondary schools located within Munuki Payam, which provided high a degree of objectivity, probing, and clarifications. Therefore, it provided detailed data. Since, questions were open, they allowed individual respondents to expand on their opinions and views about influence; of school hygiene on girls’ school attendance.

3.8.2 Questionnaire

A questionnaire is a group of things or questions that participants were asked to react to or answer, typically in writing. Because a large population was anticipated within a short period of time, the researcher employed self-administered questionnaires to gather a lot of information in a very short amount of time. It was appropriate for the literate population and was applied to students and teachers in this study. The researcher gave the questionnaires to the aforementioned groups for them to complete when it was convenient for them, and she then collected them at the predetermined time and date. Questionnaires offered respondents the opportunity to review records, allowing individuals to express their views, opinions, perceptions, and feelings in a more candid manner. This was facilitated by the fact that each respondent completed the questionnaire in isolation, which encouraged greater honesty. The researcher employed a simple random sampling technique to administer a total of 42 questionnaires. These questionnaires were distributed among 27 students and 15 teachers in secondary schools within Munuki Payam.

3.8.3 Documentary analysis

This is secondary source of data collection. The researcher critically examined secondary sources of data like written documents, for instance, class registers, admission books, and continuous assessment forms, to ascertain the attendance of the girl child in school. The documentary sources, enabled the researcher to obtain thoughtful data in that the informants gave attention to compiling them.

Using; this data collection method, the researcher used the documentary checklist to enable him to collect all the necessary information for the study.

3.9.0 Data Quality Control

This; refers to the validity; and reliability of the instruments or tools used for collecting data.

3.9.1 Validity; of Instruments

According to Kakinda –Mbaaga (2000), the validity; of an instrument is the degree to which it measures the content or what to measure and does so correctly. In other word, validity; refers to the extent to which the quality of an instrument or tool used in the research is accurate, correct, authentic, meaningful, and appropriate. To determine, the reliability of the study instrument, the researcher used the content validity index. Amin, (2005) recommended a minimum CVI of 0.7 to be use. Validity; was tested, using the content validity index, which involved judges scoring the relevancy of the questions in the instruments concerning the study variables.

The formula for Content Validity Index was;

CVI =

Where CVI = content validity

n= The number of items indicated relevantly.

N = Total no. of items in the instrument

3.9.2 Reliability of instruments

The reliability, of an instrument or tool used for collecting data is the degree to which the respondents can answer it consistently. The reliable mechanism, gives the same score even when administered several times to measure the same variable (Kakinda, 2000), provided the variable has not changed for a given entity. Therefore, to test whether data collection or research instrument is reliable or consistent, the researcher gave or piloted the tool on a group of participants, then after a week, provided it again to the same participants and then compared the scores. According, to Amin (2005), a perfectly reliable instrument has a coefficient alpha of 1.00. Meaning, that values close to 1.00 was reliable. If the scores, are highly correlated or give the same facts, then the device or tool is declared reliable, consistent or stable for example, a reliable measure, or tool generates the same results whenever is used. The validity; and reliability is essential for the effectiveness of any research or test.

3.8 Data Analysis

The collected data, was organized and interpreted to make sense of it and get what it means. Since the researcher used a mixed method, it then means data analysis was according to the type of data collected. For qualitative data, the researcher grouped data from an open-ended questionnaires and interviews. Qualitative; research data were presented in text (Words), and then quantified according to the frequency of the same responses.

An open coding was done, codes to represent the core topic of each category of data. An open, coding was done by dismantling texts and distinguishing different themes and concepts found in the data; this was done, in correspondence to discussion guided questions. Potential, trends and patterns strongly held, or frequently aired opinions were noted.

For; quantitative data, was categorized under subsections based on the objectives of the study. The researcher, focused on preparation data, which involved editing, coding, and data entry. After gathering the data, the researcher edited by coding it. Data; editing involved clearing it up by detecting errors, omissions, and correcting the responses to tally the information required by the research. After; editing the data, the researcher undertook the process of reducing the data by coding. Data; coding involved assigning numbers or other symbols to answers so that the respondent’s responses are grouped into a limited number of categories. These; activities ensured the accuracy of the data and their conversion from raw form to classified form that was more appropriate for analysis.

Quantitative data, was presented through; tables, pie charts, line graphs, and bar graphs. The representation, was either in a frequency distribution or graphically in the form of histogram, or frequency polygon, using the statistical package for social science (SPSS version 17) as illustrated by (Orodho, 2009).

3.9 Ethical Considerations

The researcher diligently addressed ethical considerations before initiating any data collection procedures, including the administration of questionnaires and interviews for this study. To ensure ethical approval and compliance, the researcher initiated the process by obtaining an official approval or introductory letter from the Uganda Christian University administration and other pertinent authorities, securing the necessary permissions to conduct the study.

The questionnaires were carefully designed to maintain strict confidentiality by not including the names of the interviewees. Additionally, respondents were not obligated to answer all questions, and there were no incentives provided to encourage participation in the study. As highlighted by Booth et al. (2008), the researcher aimed to establish a community of shared understanding and interest, setting a personal standard for ethical conduct during the study. To ensure ethical standards were met, the researcher emphasized voluntary participation, anonymity, and the protection of respondents from potential harm. Informed consent was actively sought from all respondents, with a clear explanation of the study’s academic nature, intended solely for the fulfillment of a master’s degree program, and an assurance that all information would be treated confidentially. In the event that anyone outside the university authority sought access to the data, the researcher committed to obtaining the respondents’ consent first. Every participant in the study willingly signed a consent form before being included. To address concerns about anonymity and privacy, the data collected was presented in the form of percentages rather than individual responses. Furthermore, the researcher made their telephone contact available to respondents for any inquiries related to the ethical aspects of the research.

3.12 Limitations to Study

These were issues beyond the ability of the researcher to control that affected the internal validity; of the study.

The researcher faced challenges of getting back two questionnaires from the teachers; therefore, researcher opted to use 40 fully completed questionnaires in data analysis.
Some teachers feared to give information to the researcher because of fear of losing their jobs; in this case, the researcher briefed the school administration on the purpose of research for academic study; and improvement of girls’ school attendance, assured the teachers of confidentiality of information given, and as well-presented the introductory letter for data collection from Uganda Christian University to build confidence.
As a result of the high cost of printing questionnaires for all the respondents, the researcher adopted a random sampling technique of 50 respondents to allow equal participation and avoid bias.
The researcher also faced challenges of following up respondents who did not return the questionnaires within the agreed timeframe; therefore, researcher resorted to analyzing data from the available questionnaires.

CHAPTER FOUR

PRESENTATION, DATA ANALYSIS, AND DISCUSSION OF FINDINGS

4.0 Introduction

This chapter presents the findings of the study; as presented by the respondents. Tables and graphs show teacher’s and student’s responses to the questionnaires and as well key informant interviews held with head teachers in selected secondary schools in Munuki Payam Juba.

4.1 Response Rate

Forty-two (42) questionnaires were administered to respondents and eight (08) interviewees of 42 questionnaires administered, forty (40) were returned fully completed, giving a response rate of 96%, and two (2) questionnaires were not returned, representing 4%. And eight (8) respondents interviewed, representing 100% of the response rate. Details are shown in the table 4.1.

Table 1: Response Rate

Questionnaires	Frequency	Percentage
Questionnaires issued	42	100
questionnaires returned	40	96
Interviews targeted	8	100
Interviews held	8	100

Source: primary data

The findings from the table above indicated that the percentage of the returned questionnaires was 96%. Therefore; according to Amin, (2005) suggested that the response rate was reasonable, and therefore, the study; could be conducted since the response rate was above 70%, while the response rate for interview respondents was 100%.

These results also indicated that the respondents were interested in the study; and, therefore, they participated fully.

4.2 Demographic presentation of findings

This section presented study; with the demographic findings of the respondents.

4.2.1 The gender; of the respondents

Table 2: Showing the gender; of the respondents

Gender	Frequency	Percentage
Male	11	23
Female	37	77
Total	48	100

Source: primary data

According to the findings in the study; the majority of the respondents were female, 77%, and only 23% were male. These results, further indicated that data obtained from the female respondents who gave information in line with their experience.

Table 3: Findings of experience of teachers

Qualification	Frequency	Percentage
0-5 years	6	40
five years and above	9	60
Total	15	100

Source: primary data

According to the findings in the table, majority of the teachers, 60%, taught for more than five (5) years, while only 40% taught for 0-5 years. The view, therefore indicated that the teachers were familiar to answer the questions asked from an informed perspective because of their long teaching experience.

Table 4: Findings on academic qualifications of respondents

Qualifications	Frequency	Percentage
Certificate	1	4
Diploma	17	74
Bachelor	5	22
Total	23	100

Source: Primary Data

According to the findings in the table, it indicated that the majority of the respondents, 74% had diploma qualifications, in comparison 22% of the respondents had bachelor’s degrees, while only 4% of the respondents were certificate holders.

Table 5: Findings on the age category of the respondents

Age	Frequency	Percentage
11-13 years	2	8.7
14-16 years	8	34.8
Above 17 years	13	56.5
Total	23	100%

Source: Primary Data

The findings in the table indicated that the majority of the students, 56.5% had the age category above 17 years. The finding, was necessary since the researcher got information from the respondents with a better understanding of the topic.

Table 6: Findings on if the schools have enough toilets for boys and girls

Response	Frequency	Percentage
Yes	14	29
No	34	71
Total	48	100

Source: Primary Data

According to the findings in the table above, it’s evident that 71% of the respondents indicated that the schools do not have enough toilets for both boys and girls. Only 29%, of the respondents indicated that they have enough toilets.

Table 7: Findings if there are separate toilets for both boys and girls

Response	Frequency	Percentage
Yes	11	23
No	37	77
Total	48	100

Source: Primary Data

According to the findings in the study; 77% of the respondents revealed that there are no separate toilets for both boys and girls. Therefore, the study; further indicated that 23% of the respondents only agreed that the schools had separate toilets for both boys and girls.

Figure 1: Findings if the school employs cleaners for the toilets

Source: Primary Data

According to the findings in the study; above, it was evident that the majority of the respondents, 96% indicated that the schools do not employ toilet cleaners, in comparison of only 4% indicated that the schools use to employ toilet cleaners.

Figure 2: Findings if the female students knows how to use toilets during the menstrual cycle

Source: primary data

According to the findings in the study; it was evident that the majority of the respondents, 83% indicated that the girls did not know how to use toilets during the menstrual period. Therefore, findings also revealed that only 17% of the respondents asserted that the girls know how to use toilets during the menstrual cycle.

Table 8: Does school management have special arrangements to keep the toilets clean

Response	Frequency	Percentage
Yes	11	23
No	37	77
Total	48	100

Source: Primary Data

In the study; results discovered that 77% of the respondents indicated that the schools do not have special arrangements to keep the toilets clean, while only 23% of the respondents stated that they have special arrangements to keep the bathrooms clean; these results therefore, show that majority of the schools do not have special account for controlling the bathrooms clean.

4.3 Provision of clean water for girls’ school attendance

Figure 3: Findings if the schools have clean water in toilets for the girls to wash themselves

Source: Primary Data

The study findings, indicated with 93.75% respondents that there is no clean water in toilets for the girls to wash themselves, and only 6.25% of the respondents stated that there is clean water for the girls to wash themselves.

The study; further show, that almost all the schools in the study; do not have clean water for the girls to wash themselves after visiting the toilet.

Figure 4: Findings if girls know how to wash their hands after visiting the latrines

According to the findings in the study; the majority of the respondents, 81%, indicated that they do not teach girls how to wash their hands clean. This; view was shared by one of the respondents during the interview, who suggested that students know how to wash their hands at home.

PROVISION OF SANITARY WARE ON GIRL CHILD SCHOOL ATTENDANCE

Table 9: Finding if the school provides sanitary pads to girls during the menstrual period.

Response	Frequency	Percentage
yes	0	0
No	48	100
Total		100

Source: Primary Data

According to the findings in the study; it is imperative to note that 100% of all the respondents indicated that the schools do not provide sanitary pads to the girls during the menstruation period.

Table 10: Was sanitary ware one of the requirements for parents to buy as part of the requirements at the beginning of the term?

Response	Frequency	Percentage
yes	11	23
No	37	77
Total	48	100

Source: Primary Data

The study results show that, 77% of the respondents indicated that they do not require parents to bring sanitary ware to schools, while only 23% acknowledged that they advised parents to get sanitary ware to school.

This view was also in line with one of the respondents, who revealed that;

“The parents are poor here; they cannot afford sanitary ware”.

Figure 5: Findings if there are changing rooms in the school for girls during their menstrual periods.

Source: Primary Data

According to the findings in the study; it was revealed by 90% of the respondents indicated that there are no changing rooms for the girls during the menstrual cycle, while only 10% of the respondents had changing rooms.

Figure 6: Findings if girls knows self-discipline.

Source: Primary Data

According to the findings in the study; it is revealed that the majority of the respondents, 87.5% indicated that the girls knows self-discipline, and only 12.5% indicated that they do not teach girls self-disciplines. This view was also further elaborated by one of the head teachers, who stated that;

“We teach girls how to behave mainly during assemblies and also through senior woman teacher”, (Headteacher, Munuki Primary School)

Table 11: Findings if all toilets have bins where girls dispose of the already-used pads

Response	Frequency	Percentage
Yes	6	12.5
No	42	87.5
Total	48	100

Source: Primary Data.

The findings in the study; revealed that, 87.5% of the respondents do not have bins for the girls to put their pads on, and only 12.5% of the respondents indicated that their schools have containers for disposing of already used pads.

4.4.0 Discussion of findings on an investigation of the influence; of school hygiene on girls’ school attendance.

4.4.1 The influence; of the presence of washrooms on girls’ school attendance.

The study’s result indicates that a significant shortage of toilets in schools, impacting both boys and girls. This deficiency poses notable challenges for female students in terms of their education. The inadequacy of restroom facilities not only hinders their hygiene but also affects their ability to fully engage in their academic pursuits. This issue has been previously highlighted by Kassimoto (2008), who emphasized the substantial impact of hygiene on girls’ academic performance, Sanitation systems, encompassing toilets, drainage, sewage systems, and waste management, play a critical role in this context.

The study’s findings revealed that a majority of the respondents reported the absence of separate toilet facilities for both boys and girls. This absence indicates that girls lack the necessary privacy during their menstrual cycles, which is essential for them to fully engage in their academic activities. This observation aligns with the perspective presented by Onoria (2009), who highlighted that the practice of sharing toilets between both sexes has instilled fear in many girls regarding their privacy. As a result, some girls opt to return home after lunchtime to use toilets in their own homes. Furthermore, the author noted that in numerous secondary schools in countries such as India, the absence of toilets in some schools leads to girls not staying in school for the entire day. This underscores the significance of providing separate and adequate restroom facilities for girls to ensure their comfort, well-being, and uninterrupted participation in their educational pursuits.

Regarding the employment of toilet cleaners in schools within Munuki Payam, the majority of respondents reported that these schools do not hire dedicated personnel for this purpose. This finding strongly suggests that the toilets are often not adequately maintained and, as a consequence, create discomfort for female students. This issue aligns with the observations made by Heckman, Humphries, & Kautz (2014), who noted that dirty toilets can have a significant impact on girls’ school attendance, especially during their menstruation period. In many cases, due to concerns about unsanitary restroom facilities, girls temporarily drop out of school until the conclusion of their menstrual cycle before returning to their educational activities.

In the study’s findings concerning the knowledge of female students about using toilets during their menstrual cycles, the majority of respondents indicated that girls lack this essential knowledge. This deficiency has noticeable consequences on girls’ school attendance and academic performance, a viewpoint supported by Kunje, Selemani-Meke, and Ogawa (2009). These scholars also highlighted the role of culture within schools, emphasizing that although each school may have its unique culture, such cultures tend to be inherently gender-segregated.

Furthermore, Kunje et al. (2009) pointed out that girls’ lack of knowledge about using toilets during their menstrual cycles is indicative of schools not fully acknowledging and addressing the challenges that girls face during menstruation.

Finding if the school management have special arrangements in keeping toilets clean. It was stated that the schools do not have special account in keeping the bathrooms clean; this was also in line with Kunje, Selemani-Meke, and Ogawa (2009), who indicated that girls’ school attendance in many of the developing countries especially in Sub-Saharan Africa has not observed as a priority. With poor toilet facilities of Kibera in Kenya, the attendance of girls in schools is lower compared to the percentage of girls attending school in the wealthy suburbs of, Nairobi.

Regarding the findings concerning whether school management implements special measures to maintain clean toilets, it was revealed that these schools do not have dedicated protocols or resources for the upkeep of restroom facilities. This observation aligns with the perspective presented by Kunje, Selemani-Meke, and Ogawa (2009), who highlighted that in many developing countries, particularly in Sub-Saharan Africa, girls’ school attendance has not been prioritized. The inadequacy of proper toilet facilities, as evidenced in places like Kibera, Kenya, has contributed to lower attendance rates among girls compared to the percentage of girls attending school in wealthier suburban areas of Nairobi. This disparity underscores the critical need for improved sanitation and hygiene facilities to promote girls’ education in these regions.

4.4.2 The effects of the provision of water on girl’s school attendance.

The study results indicated by the majority of the respondents that there is no clean water in toilets for the girls to wash themselves; therefore, girls in Munuki face challenges in getting water for cleaning themselves during their menstrual cycle; this was in line with Ahmed, (2008) who noted that currently it is evident that school attendance among girls is directly related to having access to clean water to clean themselves.

The findings in the study; further show that almost all the schools in the study; do not have clean water for the girls to wash themselves after visiting toilet, and in most of the study responses from the respondents indicated that girls should fetch water in jerry cans before going to the bathroom so as they can have water for washing themselves during the menstrual cycle, while some of the respondents indicated that the school should provide a big water tank in the toilet, so that girls can fetch water from the wells and put in the tank for the toilet, so that they are able to use the water to wash themselves during the menstrual cycle, In relation to this Byoung-suk, K. (2012) stated that children need a safe, healthy and stimulating environment in which to grow and learn. During; the school year, children can spend 6 to 8 hours at the school, where the location of a place plays a significant/critical role in child development. More; of the time is spent in the schoolyard or traveling to and from school. This; condition requires careful planning and designing to optimize experiences that support education, health, and stewardship. In another study by Kautz et al., 2014 the children spend most of their time in school, and this school location exerts significant influence; on the students in terms of performance through curricular, teaching technique and relationship.

Findings on how often girls practice personal hygiene.

It was stated by most respondents, that girls do not know how to wash their hands after visiting the toilets, in most of the schools visited. It was also in line with World Bank guidelines, (2012) which indicated that environment plays a critical role in the shaping of a leaners character, which is essential in the learning process of the students. When students are in a safe environment, they can learn and understand. However, most schools in rural areas are not providing a good learning environment; this affects the academic performance of the students especially in science subjects like Math’s that requires a good learning environment.

According to interviews finding from some of the schools indicated that tap rainwater is the only source for girls to use during the menstrual cycle. They also further revealed that when there is rainwater, the girls can clean themselves, and this to a large extent enables the girls to stay in schools and complete their academic cycle, this view was in line with Muvea, (2011) who Indicated that Menstruation causes millions of Kenyan adolescent girls to lose an average of 3.5 learning days per month.

Consequently; limited access to safe, affordable, convenient, and culturally appropriate methods for dealing with menstruation has far-reaching implications on girls physical, social, and mental well-being of many adolescent girls, and it undermines sexual and reproductive health and well-being, it has restricted access to education. Faced; with the complete lack of sanitary pads, the girls miss school for a considerable period which, has a negative impact in the quality of learning they receive, their overall academic performance, their retention, and their transition through the education system.

4.4.3 The influence; of sanitary ware on girls school attendance

Moreover, the research highlighted the impact of limited access to and difficulties in managing menstrual hygiene materials on girls’ school attendance. Respondents indicated that girls’ fear of returning to school can lead parents to view them as commodities for forced marriages, driven by the need for income. UNESCO’s 2014 report also emphasized that menstruation extends beyond the realm of learning as it pertains to the overall educational environment. To address these challenges, menstrual hygiene materials should be readily available, linked with health services, and supported by safe latrines, clean water, soap, and adequate sanitation and disposal systems. In conclusion, this chapter focused on presenting, analysing, and discussing the crucial research findings. In contrast, the previous chapter outlined the conclusions and recommendations derived from the investigation into the influence of school hygiene on girls’ school attendance in Munuki Payam, Juba County schools.

CHAPTER FIVE

CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

Broad engagement from a wide range of school participants that includes head teachers, teachers, and students form part of the study; this chapter, therefore, presents the conclusions and recommendations of the study. It provided, a summary of the main findings of the study; with regard to objectives and their accompanying questions based on the study of an investigation of the influence; of school hygiene on girls’ school attendance in Munuki Payam Juba County.

5.1 Conclusions

Based on the study findings in line with objectives; the researcher found that schools in Munuki Payam do not have enough toilets for both boys and girls to enhance their hygiene and enable girls to cope with their academic life, forcing girls to miss class regularly.

Regarding schools, having separate toilets for both boys and girls for personal privacy, the researcher found out that most schools in Munuki Payam Juba County do not have separate toilets for boys and girls for confidentiality. Therefore, makes girls to leave schools early during the menstrual cycle because of fear of sharing the same bathroom with boys.

As safe measures by school administration to promote school hygiene, the researcher found that schools do not employ toilet cleaners and provide clean water in toilets which means that toilets are dirty, making girls not to attend school during the menstrual cycle due to fear of personal hygiene while in school.

In regards to teaching students an appropriate use of toilets, as cited by many respondents as important factor toward reducing girls’ school absenteeism, the researcher found out, that most schools do not teach students how to use toilets rightfully, made girls suffer and drop out of school temporarily during menstrual cycle due to dirty toilets hence affecting their regular school attendance leading to poor performance.

Though cited by most respondents, that the provision of sanitary pads will reduce absenteeism among girls; the researcher, found that schools do not include hygienic pads as part of admission requirements as mentioned by one of the headteachers that it’s the role of their parents to provide individually.

5.2 Recommendations

Based on the findings and conclusions of this study; the following recommendations were made.

School management teams in Munuki Payam should endeavour to construct enough toilets for boys and girls. This, was recommended as it will enhance privacy among girls during their menstrual cycle.
School administration should construct separate and marked toilets for boys and girls to enhance privacy among the girls during their menstrual cycle to reduce absenteeism.
School administration should develop police that promote school hygiene, employ toilet cleaners and draw timetables for keeping toilets clean to enable reduce girls’ school absenteeism caused by menstrual cycle in Munuki Payam Juba County.
Teachers must ensure that all students are taught proper use of toilets, cleaning, and the importance of keeping clean all the time for the next users.
Parents should provide girls with sanitary pads, and school administration should include sanitary pads as part of admission requirement and as well supervise the appropriate use of the pads in the school by girls.

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Brotman, J. S., & Moore, F. M. (2008). Girls; and science: A review of four themes in the science education literature, Journal of Research in science teaching, 45(9), 971-1002.

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Heckman, J. J., Humphries, J. E., & Kautz, T. (Eds.). (2014). The myth of achievement tests: The GED, and the role of the character in American life. University; of Chicago Press.

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QUESTIONNAIRE

APPENDIX I: QUESTIONNAIRE FOR TEACHERS

Dear Sir/ Madam

I am a student of Uganda Christian University currently collecting data for the completion of my dissertation as partial fulfilment for the award of a Masters degree in development studies of Uganda Christian University.

You are selected for the study; because of your unique expertise and experience as a stakeholder in Munuki Payam Juba County.

You are kindly requested to spare some time and give your honest opinion or judgment on the questions or statements in the questionnaire. Note; that all responses, including your identity, will be treated confidentiality, and shall be used exclusively for the purpose of this study.

I wish to thank you for your co-operation.

SECTION A: PERSONAL DATA

(1) Sex: a) Male b) Female

(2) Experience as a teacher

(a) 0-5 years

(b) 5years and above

(3) Qualifications: a) Certificate b) Diploma c) Bachelor

SECTION: B

The influence of the presence of toilets on girls’ school attendance.

Does your school have enough toilets for boys and girls?

Yes…………………….No……………………………

If yes, how do the two sexes use the available toilets?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Were school toilets designed to accommodate different sexes?

Yes…………………No………………………………………………………………………………..

If yes, how do the two sexes use the toilets?

Does your school employ cleaners for the toilets?

Yes……….…………No……………………………

If yes, how regularly do they clean the toilets?

…………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………

Were female students taught how to use toilets during menstruation period?

Yes…………………No…………………….

If yes, how were girls using the toilets during menstruation cycle, has the knowledge acquired contributed toward reducing absenteeism of girls in school during menstruation period?

Does school management have special arrangements to keep the toilets clean?

Yes…………………. No………………………

If yes, how are the girls practicing the knowledge obtained?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………

What were some of key roles female teachers play in promoting girls’ hygiene?

………………………………………………………………………………………………………………………

………………………………………………………………………………………

How does poor latrine conditions and non-habitual latrine use influence girls’ school attendance?

Section B

b) Provision of clean water for girls’ school attendance

Does the school have clean water in the toilets so girls can easily wash themselves during the menstrual cycle?

Yes…………………. No………………………….

If yes, how are the girls using the clean water?

How does school administration ensure the water tank has clean water for students to wash their hands after visiting the latrines?

……………………………………………………………………………………………………………………………………………

In what ways does school administration ensure the water tank has adequate clean water for students to wash their hands after visiting the latrines?

…………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………

Were girls taught how to wash their hands after visiting the latrines?

Yes………. …………. No……………………………

If yes, how are the girls practicing the hand-washing knowledge obtained?

………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………..

What are some of critical the key role female teachers play in promoting girls’ hygiene?

………………………………………………………………………………………………………………………………………………………………………………………………………………

SECTION C

Provision of sanitary ware on girl child school attendance

Does the school provide sanitary pads to girls during the menstrual cycle?

Yes………………………….No…………………………….

If yes, how regularly does the school provide pads to girls during the menstrual cycle?

……………………………………………………………………………………………………………………………………………

Was sanitary ware one of the requirements for parents to buy as part of the requirements at the beginning of term?

Yes………………No…………………………

If yes, how does the school’s administration ensure proper use of sanitary pads?

Are there changing rooms in your school for girls during their menstrual periods? Yes……………No……………………

If yes, how do the girls utilize the changing rooms during menstrual periods?

……………………………………………………………………………………………………………………………………………

Are girls taught self-discipline?

Yes………………. No………………………

If yes, how do girls behave during the menstrual cycle?

Do female teachers teach girls how to use pads correctly?

Yes………………. …. No…………………………

If yes, how are the girls using the pads during menstruation cycle?

…………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………

Do all toilets have bins where girls dispose used pads?

Yes…………………. No…………………………

If yes, how are the girls using the bins?

……………………………………………………………………………………………………………………………………………

What are some of the potential risks associated with limited access to commercially made sanitary pads on girls’ school attendant?

How do no access to and difficulty in managing menstrual hygiene materials influence girls’ school attendance?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

what are some of the challenges girls faced due to lack of a disposals system for material?

What are some of the potential risk’s girls are likely to encounter due to limited knowledge about what to use and the choices available?

QUESTIONNAIRE FOR STUDENTS

APPENDIX II: QUESTIONNAIRE FOR STUDENTS

Dear Sir/ Madam

I am a student of Uganda Christian University currently collecting data for the completion of my dissertation as partial fulfilment for the award of a Master’s degree in development studies of Uganda Christian University.

You are selected for the study; because of your unique expertise and experience as a stakeholder in Munuki Payam Juba County.

You are kindly requested to spare some time and give your honest opinion or judgment on the questions or statements in the questionnaire. All responses, including your identity, will be treated with confidentiality, and shall be used exclusively for the purpose of this study.

I wish to thank you for your co-operation.

SECTION A: PERSONAL DATA

(1) Sex: I) Male b) Female

(2) Class of the students: …………………………………………………..

(3) Age: a) 11-13 b)14-16 c) above 17

5) Do your parents provide the necessities for personal hygiene?

a) Yes b) No

If parents do not provide the necessity for hygiene, how do you manage to acquire them?

SECTION: B

The influence of presence of toilets on girls’ school attendance.

Does your school have toilets?

Yes………………………. No……………………….

How many toilets do your school have?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Does your school have separate toilets for boys and girls?

Yes………………………. No………………………….

If yes, how are the girls using the available toilets?

Are all school toilets designed in a way that accommodates different sexes?

Yes………………………No…………………….

If yes, how did the school administration ensure that both sexes use the toilet?

……………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………….

How does the school administration ensure toilets are clean all the time?

In what ways can female students be taught how to use toilets during the menstrual cycle?

How does school management ensure school toilets are clean?

How do poor latrine conditions and non-habitual latrine use influence girls’ school attendance?

……………………………………………………………………………………………………………………………………………

What are some of the possible risks girls likely to encounter as a result of poor facility maintenance, repair and inconsistent resource availability?

……………………………………………………………………………………………………………………………………………

SECTION C

Provision of sanitary ware on girls’ school attendance

Does the school administration provide sanitary pads to the girls during the menstrual cycle?

Yes………………………No……………………………….

If yes, how do you respond to menstrual periods during school days?

……………………………………………………………………………………………………………………………………………

Does your school have a nurse to attend to girls during the menstruation cycle?

Yes………………………No………………………….

If yes, how best can a school nurse help girl during their menstruation cycle?

……………………………………………………………………………………………………………………………………………

Were sanitary wares one of the requirements for parents to buy during the beginning of term?

Yes………………………No………………………………

If yes, how best can school administration ensure that every girl has pads during reporting

……………………………………………………………………………………………………………………………………………

Are there changing rooms for girls during their menstrual periods?

Yes…………………………No………………………

How are the girls using changing rooms during their menstrual cycle?

……………………………………………………………………………………………………………………………………………

Were girls taught self-discipline during their menstrul cycle?

Yes…………………………No………………………….

If yes, how were they taught?

Do they practice the knowledge learned?

……………………………………………………………………………………………………………………………………………

Were female teachers demonstrating to girls how to use pads during the menstrual cycle?

Yes…………………………..No……………………………

If yes, do they demonstrate the proper ways to use the pads, and it’s benefiting the girls?

……………………………………………………………………………………………………………………………………………

Do girls’ toilets have bins where girls dispose of their already used pads?

Yes………………………. No……………………………

If yes, how were the bids being used?

Do girls have clean water in the toilets for washing themselves?

Yes ………………No………………………

In your observation, how do girls use the water?

What are some of the potential risks associated with limited access to commercially made sanitary pads on girls’ school attendance?

How does no access to and difficulty in managing menstrual hygiene materials influence girls’ school attendance?

According to your knowledge, what are some of the possible challenges girls face due to lack of disposable system for material?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

What are some of the potential risk’s girls are likely to encounter due to limited knowledge about what to use and choice available?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

INTERVIEW GUIDE FOR HEAD TEACHERS

APPENDIX III: INTERVIEW GUIDE FOR HEAD TEACHERS

Interview date: _______________________School of interview: ___________________________

Geographic area: State_____________County _____________Payam_____________Boma ________________

Translation necessary for the interview: Yes No

If yes, the translation was from__________________(language) to _______________________(language)

Sex of key informant: Male Female

Is there concern about sex facing you in school during the menstrual period?

Yes…………………………………… No………………………………

The influence of the presence of toilets on girls’ school attendant.

Does your school have enough toilets for boys and girls?

Yes…………………..No…………………………

If yes, how many toilets are for girls?

…………………………………………………………………………………………………………………………………………..

Were school toilets designed to accommodate different sexes?

Yes…………………No………………………….

Does your school employ cleaners for the toilets?

Yes……….…………No………………………….

If yes, how regularly do the cleaners clean girls’ toilets?

How many cleaners for the girls’ bathroom?

……………………………………………………………………………………………………………………………………………

Were female students taught how to use toilets correctly during the menstrual cycle?

Yes……………………..No…………………….

If yes, how were girls using the toilets during the menstrual cycle?

Did the acquired knowledge contributed toward the reduction in absenteeism of girls during the menstruation cycle?

Does school management have special arrangements to keep the toilets clean?

Yes…………………. No………………………

If yes, what measures were implemented by school management to ensure school toilets are clean?

How do poor latrine conditions and non-habitual latrine use influence girls’ school attendance?

……………………………………………………………………………………………………………………………………………

Section B

b) Provision of clean water for girls’ school attendance

Does the school administration provide water for girls?

Yes…………………. No…………………………

If yes, how do girls use the water?

……………………………………………………………………………………………………………………………………………

How can school administration encourage girls to use the water well for sanitary purposes?

……………………………………………………………………………………………………………………………………………

How often were girl’s tough personal hygiene?

How does the school administration ensure the water tank has adequate clean water for students to wash their hands after visiting the latrines?

Were girls taught how to wash their hands after visiting the latrines/toilets?

Yes………. …………. No……………………………

If yes, were girls practicing hand washing after visiting the toilets?

………………………………………………………………………………………………………

What critical roles female teachers play to promote girls’ personal hygiene?

SECTION C

Provision of sanitary ware on girl child school attendance

Does the school provide sanitary pads to girls during the menstruation period?

Yes………………………….No………………………………..

If yes, how regularly do schools provide pads to girls during menstruation cycle?

……………………………………………………………………………………………………………………………………………

Does the school nurse help girls during their menstrual cycle?

Yes………………..No………………

If yes, how regularly do school nurses respond to girls’ needs?

How quickly does the school nurse respond to girls’ requests during the menstruation period?

Was sanitary ware one of the requirements for parents to buy as part of the requirements in the beginning of the term?

Yes………………No…………………………

If yes, how does school’s administration ensure right use of pads?

Are there changing rooms in your school for girls during their menstrual periods? Yes………………. No………………………

If yes, how do the girls utilize the changing rooms during the menstrual periods?

…………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………

Are girls taught self-discipline?

Yes………………. No………………………

If yes, how do girls behave during the menstruation cycle?

Do female teachers teach girls how to use pads correctly?

Yes………………. …. No…………………………

If yes, how are the girls using the pads during the menstruation cycle?

……………………………………………………………………………………………………………………………………………

Do all toilets have bins where girls dispose already-used pads?

Yes…………………. No…………………………

If yes, how are the girls using the bins?

……………………………………………………………………………………………………………………………………………

Does the school have clean water in the toilets so girls can easily wash themselves during the menstruation cycle?

Yes…………………. No………………………….

If yes, how are the girls using the clean water?

……………………………………………………………………………………………………………………………………………

What are some of the potential risks associated with limited access to commercially made sanitary pads on girls’ school attendance?

In your own understanding, how does no access to and difficulty in managing menstrual hygiene materials influence girls’ school attendance?

According to your knowledge, what are some of the possible risks girls face due to lack of disposal system for material?

What are some of the potential risk’s girls are likely to encounter as a result of limited knowledge about what to use and choice available?