EXAMINING THE EFFECTIVENESS OF SISTER CIRCLES ON PROMOTING GIRL PARTICIPATION IN ACADEMIC ACTIVITIES: A STUDY BASED ON MKWICHI SECONDARY SCHOOL.

This research study explores the effectiveness of Sister Circles, an initiative within the Girls’ Club at Mkwichi Secondary School in Lilongwe, Malawi. The primary goal of the study was to determine how these small, supportive peer groups influence the way girls participate in their academic activities. While many schools implement clubs, there is often a lack of formal research to prove whether these interventions actually work in a classroom setting. This study was designed to fill that gap by looking closely at how the circles impact student confidence and classroom behavior.

Active participation is a major factor in whether a student succeeds or enjoys their time in school. However, many girls in Malawi face obstacles like social norms or a lack of peer support that keep them from speaking up. To solve this, Mkwichi Secondary School introduced Sister Circles to create a sense of belonging and provide girls with mutual encouragement. The research specifically looks at whether these circles help girls talk more in class, work better in groups, and feel more excited about learning.

The study is supported by Social Learning Theory, which suggests that students learn how to behave by watching their peers and mentors. By seeing other girls succeed in the Sister Circles, students are more likely to copy those positive academic habits. The study also uses feminist empowerment theories, which explain how safe spaces allow girls to discuss the challenges they face and find the strength to overcome them. Additionally, these groups provide a place to learn about health, safety, and rights, which helps girls stay focused on their schoolwork.

To get the most accurate results, the researcher used a mixed-methods approach. This involved two phases: a quantitative phase and a qualitative phase. First, the researcher collected data from 50 girls using surveys and by watching how they behaved in the classroom. Second, the researcher held deep, one-on-one interviews with 5 students to understand their personal feelings and stories. The students were chosen using specific sampling methods to ensure the information was reliable.

The results of the study were very positive across the board. The Sister Circles had the biggest impact on collaboration, where students work together on tasks, receiving a high mean score of 4.40 out of 5. Engagement in class discussions also improved significantly, with a score of 4.35. From the interviews, the girls shared that the circles gave them the "courage to speak up" because they no longer feared being judged for making mistakes.

Beyond just grades, the program helped the girls grow as people. It gave them the life skills needed to handle peer pressure and chores at home, which often interfere with school. The study concludes that Sister Circles are a powerful tool for helping girls stay in school and feel equal to their peers. The researcher recommends that this model be used in other schools across Malawi and that school leaders continue to support these clubs to help more female students succeed.