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

This research study provides a comprehensive examination of the effectiveness of "Sister Circles," an intervention implemented within the Girls’ Club at Mkwichi Secondary School in Lilongwe, Malawi. The primary objective of the study was to evaluate how these small, supportive peer groups influence girls’ participation in academic activities, addressing a noted gap in empirical evaluations of such interventions in academic settings. The study is grounded in the necessity of active academic participation as a critical determinant of educational success. However, it recognizes that girls frequently face significant barriers to engagement, including restrictive socio-cultural norms and a lack of supportive peer networks. By investigating the impact of Sister Circles, this research seeks to determine if these groups improve classroom discourse, involvement in group assignments, and overall student enthusiasm.

Theoretically, the study draws upon Social Learning Theory, suggesting that students acquire academic behaviors through observation and modeling within these circles. It also incorporates feminist theories of empowerment, which posit that safe spaces allow girls to develop the agency necessary to overcome gender-based barriers. Furthermore, the study acknowledges that peer-based programs often provide secondary benefits in health and safety education, which indirectly support academic focus by improving knowledge of reproductive rights and personal safety.

The research employed an explanatory sequential mixed-methods design. In the quantitative phase, data was gathered from a sample of 50 girls with specific participation levels evaluated among 45 students using structured questionnaires and systematic classroom observations. This was followed by a qualitative phase involving semi-structured interviews with 5 students to gain in-depth insights into their lived experiences. The participant pool was selected using a combination of stratified random and purposive sampling techniques to ensure a representative and insightful demographic.

The findings of the study demonstrate a high positive influence of Sister Circles across all measured areas of academic engagement. Quantitatively, the program showed its strongest impact on collaboration on academic tasks, achieving a mean score of 4.40 out of 5. Engagement in class discussions also saw a significant boost, with a mean score of 4.35. Qualitatively, the data revealed a profound psychological impact; participants reported that the supportive environment helped them gain the courage to speak up and effectively eliminated the "fear of judgment" regarding making mistakes in front of peers.

Beyond purely academic metrics, the Sister Circles functioned as a platform for holistic development. The groups helped girls navigate complex life challenges, including peer pressure and domestic responsibilities, by equipping them with essential life skills. By creating a system of peer accountability and mentorship, the program successfully dismantled various barriers to education.

The study concludes that the Sister Circle model is a highly effective strategy for fostering a positive learning environment and promoting gender equity. Based on these results, it is recommended that the model be expanded to other schools across Malawi. Additionally, school administrations are encouraged to use these findings to inform the continuation of such programs, while ongoing capacity building is suggested to further refine the initiatives and support female students' unique needs.