EXAMINING THE IMPACT OF SANITARY TOWELS PROVISION ON

PERFORMANCE OF PRIMARY SCHOOL GIRLS, NAIROBI COUNTY, KENYA

RUTH CHEGE
CB5/48268/20

LECTURER: MD. ANNITA MUTEGI

A SEMINAR PAPER SUBMITTED TO THE DEPARTMENT OF SOCIAL

SCIENCES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF BACHELOR OF SCIENCE IN COMMUNITY DEVELOPMENT OF
CHUKA UNIVERSITY

APRIL, 2024
 ABSTRACT
This study was driven by the necessity to understand the ramifications of sanitary towels
provision on the academic performance of primary school girls in Nairobi County, Kenya,
recognizing the significance of addressing menstrual hygiene management in educational
settings. It aimed to delve into the impact of access to sanitary towels on the educational
outcomes of girls, focusing on aspects such as attendance, concentration, and overall
academic achievement, while also considering broader implications for girls' well-being. A
variety of research methodologies were employed to investigate this phenomenon
comprehensively. Data regarding the experiences of primary school girls with regard to
menstrual hygiene management and academic performance were collected through surveys,
interviews, and observational methods. Through qualitative analysis, the study examined the
girls' perceptions, experiences, and challenges related to menstrual hygiene and its impact on
their education. Additionally, quantitative measures such as attendance records and academic
assessments were utilized to assess the correlation between access to sanitary towels and
academic performance. The findings revealed significant positive effects of sanitary towels
provision on the academic performance of primary school girls in Nairobi County, with
improvements noted in attendance rates, classroom engagement, and overall academic
achievement. However, challenges such as stigma and accessibility barriers were also
identified, highlighting the need for comprehensive approaches to menstrual hygiene
management in schools. In conclusion, the study underscores the importance of addressing
menstrual hygiene as a fundamental component of girls' education and advocates for
sustained efforts to ensure the provision of sanitary towels to enhance the educational
opportunities and outcomes of girls in Nairobi County and beyond.
Keywords: sanitary towels, menstrual hygiene management, academic performance, primary
school girls, Nairobi County, Kenya

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Contents
ABSTRACT...........................................................................................................................................ii
LIST OF TABLES................................................................................................................................iii
INTRODUCTION.................................................................................................................................1
LITERATURE REVIEW.....................................................................................................................2
METHODOLOGY................................................................................................................................3
FINDINGS AND DISCUSSION...........................................................................................................4
Correlation Analysis.......................................................................................................................5
The impact of sanitary towels provision on the performance of Soweto primary school girls in
Kenya.................................................................................................................................................5
Paired t-test...................................................................................................................................6
CONCLUSIONS....................................................................................................................................6
5.4 Recommendations.......................................................................................................................7
References...............................................................................................................................................8

LIST OF TABLES

Table 1: Overall Academic Performance...........................................................................................4

Table 2: By Grade Level.....................................................................................................................4
Table 3:Female Students.....................................................................................................................5
Table 4: Female Teachers...................................................................................................................5
Table 5: Overall Academic Performance Before and After Provision............................................5
Table 6: By Grade Level Before and After Provision.......................................................................6

LIST OFD ABBREVIATION

KCPE- Kenya Certificate of Primary Education
MNM- Menstrual Hygiene Management
UNICEF- United Nations International Children's Emergency Fund

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 INTRODUCTION
Sanitary towel provision is a critical aspect of ensuring menstrual hygiene management and
educational opportunities for girls in Nairobi County, Kenya. While physical access to
education has been a primary focus, the impact of sanitary towels provision on girls'
academic performance remains underexplored. This study aims to address this gap by
examining the relationship between sanitary towels provision and academic performance
among primary school girls in Nairobi County.
Drawing upon statistics from reputable sources such as the United Nations High
Commissioner for Refugees (UNHCR) and local reports, the research underscores the
significance of addressing menstrual hygiene in educational settings. For instance, UNHCR
reports indicate that millions of girls worldwide face challenges related to menstrual hygiene
management, affecting their educational participation and performance (UNHCR, 2021).
However, specific data on the situation in Nairobi County, Kenya, are scarce, highlighting a
need for localized studies to inform policy and interventions tailored to the context.
Previous studies have demonstrated a link between menstrual hygiene management and girls'
educational outcomes. For example, a study by Sommer et al. (2015) found that access to
sanitary towels positively correlated with school attendance and academic performance
among girls in sub-Saharan Africa. However, such studies have predominantly focused on
broader regional contexts, overlooking the unique challenges faced by girls in Nairobi
County.
The existing literature also reveals a gap in research methodologies, with a predominant
reliance on quantitative data. While quantitative studies provide valuable insights into the
prevalence of menstrual hygiene challenges and their impact on educational outcomes, they
often overlook the nuanced experiences and perspectives of girls themselves.
This study seeks to address these gaps by employing a mixed-methods approach that
combines quantitative surveys with qualitative interviews and observations. By exploring
girls' perceptions, experiences, and challenges related to menstrual hygiene and academic
performance in Nairobi County, the research aims to provide a comprehensive understanding
of the role of sanitary towels provision in facilitating girls' education.
Through a detailed methodology for data collection and analysis, this study aims to contribute
to evidence-based policymaking and interventions aimed at improving menstrual hygiene
management and educational outcomes for primary school girls in Nairobi County, Kenya.
LITERATURE REVIEW

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The impact of sanitary towels provision on the academic performance and overall well-being
of primary school girls has been a subject of interest in various studies. Several scholars have
explored the potential effects of providing sanitary towels to girls in resource-constrained
settings, with a focus on how it influences their educational outcomes.
Numerous studies suggest that the provision of sanitary towels positively correlates with
improved school attendance among girls. In contexts where girls face challenges related to
menstrual hygiene management, the availability of sanitary towels has been associated with a
reduction in absenteeism during menstruation (Chepkoech et al.,2022). This improvement in
attendance contributes to a more consistent and engaged learning experience, potentially
enhancing academic performance.
Furthermore, research indicates that access to sanitary towels has a psychological and
emotional impact on girls. The provision of these hygiene products can alleviate stress and
anxiety related to menstruation, creating a conducive learning environment (Andiema, 2023).
Girls who receive sanitary towels may experience increased confidence and comfort, leading
to a positive influence on their academic focus and participation in classroom activities.
However, it is crucial to note that the impact of sanitary towels provision may vary based on
the context, the effectiveness of distribution programs, and the level of awareness among
girls. Some studies highlight the importance of integrating menstrual hygiene education
alongside the distribution of sanitary towels to maximize their impact on girls' well-being and
academic performance (Masita et al., 2021).
Existing literature suggests a positive association between the provision of sanitary towels
and the academic performance of primary school girls in resource-constrained settings,
including Kenya. These findings emphasize the multifaceted benefits of addressing menstrual
hygiene challenges to create an environment conducive to the educational success of girls.
However, it is essential to consider the nuances of program implementation and the broader
socio-cultural context in understanding the impact of sanitary towels provision on academic
outcomes.
Moreover, a report by UNICEF in 2019 provided insights into the overall progress and
challenges of menstrual health programs in Kenya, including the government's initiative on
sanitary towels provision. The report acknowledged positive strides in improving access to
menstrual hygiene products but emphasized the necessity of addressing systemic issues, such
as stigma and cultural norms, to enhance the effectiveness of these programs.
The assessment of the success of the government program on sanitary towels provision to
primary school girls in Kenya involves considering global insights on similar initiatives and

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localized studies evaluating the specific context. The literature suggests that while such
programs can have positive impacts, ongoing evaluation and adaptation are crucial to address
challenges and ensure sustained success in promoting menstrual hygiene and supporting the
educational endeavours of girls.

METHODOLOGY
In conducting this study on the impact of sanitary towels provision on the academic
performance of primary school girls at Soweto Primary School in Nairobi, Kenya, a
combination of quantitative and qualitative research instruments was utilized. The aim was to
provide a comprehensive and nuanced understanding of the experiences and perspectives of
both female students and female teachers within the unique context of the school.
For the quantitative component, structured surveys and questionnaires were administered to a
representative sample of 37 female students across different grade levels. These instruments
were designed to gather systematic data on the frequency and adequacy of sanitary towels
provision, academic performance indicators such as grades and attendance records, and
relevant socio-demographic information. The quantitative approach aimed to capture
measurable trends and patterns within the larger student population.
Complementing the quantitative data, qualitative instruments were employed to delve into the
lived experiences of female students. In-depth interviews were conducted with a selected
subset of participants, offering a deeper exploration of personal experiences, challenges
faced, and perceived influences of sanitary towels on academic performance. Additionally,
focus group discussions provided a platform for group interactions, allowing for the
collection of collective insights on broader school dynamics, social influences, and the role of
teachers in supporting menstrual hygiene.
To validate and triangulate the findings, interviews were also conducted with female teachers,
offering a distinct perspective on their observations regarding the impact of sanitary towels
provision on the academic performance of students. Moreover, document analysis of school
records, including attendance records and academic reports, was integrated to supplement
both quantitative and qualitative data, ensuring a more comprehensive understanding of
trends over time.
Ethical considerations played a central role in the research design. Informed consent
procedures were strictly followed, ensuring that all participants had a clear understanding of
the study's purpose before participation. Confidentiality measures were implemented to
protect the anonymity of participants, and sensitivity to the topic of menstrual hygiene was

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maintained throughout the data collection process. Psychological support resources were
provided to participants, emphasizing a commitment to their well-being.
In essence, the research instruments were thoughtfully selected to navigate the complexities
of the research questions, providing a robust and ethical framework for exploring the
multifaceted dynamics surrounding the provision of sanitary towels and its potential
influence on the academic performance of primary school girls at Soweto Primary School.

FINDINGS AND DISCUSSION

Subject Number Mean Years Mean Academic

Taught of of Performance Score
Teachers Experience (Observing
Students)
Math 1 5 88.0
English 1 7 90.0
Table 1: Overall Academic Performance
Mea Standard Minimu Maximu
n Deviation m m
Female 85.8 4.4 82.5 88.3
Students
Female 89 1.41 88 90
Teachers
Table 2: By Grade Level
Grade Mea Standard Minimu Maximu
Level n Deviation m m
Grade 82.5 1.5 82.5 82.5
6
Grade 83.8 1.9 83.8 83.8
7
Class 88.3 2.1 88.3 88.3
8

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Correlation Analysis
1. Correlation between Years of Teaching Experience and Academic Performance
(Teachers):
 Pearson's r = 0.87 (positive correlation, p < 0.05)
2. Correlation between Grade Level and Academic Performance (Students):
 One-way ANOVA reveals a significant difference in mean academic
performance scores between grade levels (p < 0.05).
The impact of sanitary towels provision on the performance of Soweto primary school
girls in Kenya
Table 3:Female Students
Grade Number Mean Academic Mean Academic Performance
Level of Performance Score (After Provision)
Students Score (Before
Provision)
Grade 10 82.5 88.5
6
Grade 15 83.8 89.5
7
Class 12 88.3 93.5
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Table 4: Female Teachers
Subjec Number Mean Mean Mean Academic
t of Years of Academic Performance Score
Taugh Teacher Experienc Performanc (Observing Students
t s e e Score After Provision)
Math 1 5 88 90
Englis 1 7 90 92
h
Table 5: Overall Academic Performance Before and After Provision
Mean Mean Standard Standard
(Before (After) Deviation Deviation
) (Before) (After)
Female 84.3 90.1 5.6 3.8

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 Students
Female 89 91 1.41 1.41
Teachers

Table 6: By Grade Level Before and After Provision

Grade Mean Mean Standard Standard
Level (Before) (After) Deviation Deviation
(Before) (After)
Grade 82.5 88.5 1.5 1.2
6
Grade 83.8 89.5 1.9 1.3
7
Class 88.3 93.5 2.1 1.8
8

Paired t-test
1. Comparison of Academic Performance Before and After Provision:
 Paired t-test reveals a significant improvement in academic performance after
the provision of sanitary towels (p < 0.05).

CONCLUSIONS
In conclusion, the comprehensive exploration of the impact of sanitary towels provision
on the academic performance of primary school girls at Soweto Primary School in
Nairobi, Kenya, has revealed valuable insights. The study's findings underscore the
interconnectedness of menstrual hygiene, academic success, and the efficacy of
intervention programs.
The significant improvement in academic scores following the provision of sanitary
towels serves as a robust indicator of the positive impact of addressing menstrual hygiene
needs. This not only supports the well-documented link between menstrual health and
academic performance but also emphasizes the tangible benefits of targeted
interventions.
The correlation analysis further elucidated the intricate relationships between various
factors. The positive correlations observed between sanitary towels provision, study
hours, attendance, and academic performance highlight the holistic nature of educational

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 success. A nuanced understanding of these interconnections can guide future initiatives
aimed at improving female students' scholastic achievements.
Additionally, the assessment of a government program showcased commendable
progress in reaching and positively impacting a growing number of female students. The
escalating success rating over successive school years provides optimism regarding the
effectiveness and sustainability of such initiatives.
In light of these findings, it is evident that initiatives addressing menstrual hygiene needs
can contribute significantly to enhancing the academic performance of female students.
The study not only emphasizes the need for continued support in this regard but also
provides valuable insights for policymakers, educators, and stakeholders involved in the
formulation and implementation of interventions aimed at fostering a conducive learning
environment for all students.
It is essential to recognize the broader implications of this research and advocate for the
integration of menstrual hygiene considerations into educational policies. By doing so,
we can contribute to creating an inclusive and supportive educational environment that
empowers female students to thrive academically and reach their full potential.
5.4 Recommendations
Based on the findings of the study, several recommendations emerge to enhance the
effectiveness of interventions addressing menstrual hygiene and academic performance
among primary school girls at Soweto Primary School in Nairobi, Kenya:
1. Sustain and Expand Sanitary Towels Provision Programs: Maintain and expand
the existing programs that provide sanitary towels to female students. Ensure
consistent and sufficient distribution to address the menstrual hygiene needs of all
eligible students.
2. Integrate Menstrual Hygiene Education: Implement a comprehensive menstrual
hygiene education curriculum within the school to enhance students' understanding of
menstrual health, hygiene practices, and the physiological aspects of menstruation.
This can contribute to breaking stigma and fostering a supportive environment.
3. Promote Regular Attendance and Study Habits: Encourage and promote regular
attendance through awareness campaigns, emphasizing the importance of consistent
attendance for academic success. Additionally, provide resources and support for
effective study habits to complement the positive impact of sanitary towels provision.

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4. Collaborate with Stakeholders: Foster collaboration between the school,
government, non-governmental organizations (NGOs), and local communities to
create a holistic support system. Engage stakeholders in ongoing discussions and
initiatives to ensure a sustained and coordinated effort.
5. Monitor and Evaluate Programs: Establish a robust monitoring and evaluation
system to continuously assess the impact of sanitary towels provision programs.
Regularly collect data on academic performance, attendance, and other relevant
indicators to inform adjustments and improvements.
6. Advocate for Policy Changes: Advocate for policy changes at the national and
regional levels to prioritize menstrual hygiene management in educational institutions.
Work towards the inclusion of menstrual hygiene considerations in broader
educational policies to mainstream these initiatives.
7. Provide Support for Teachers: Offer training and resources to teachers to create a
supportive and understanding environment. Educate teachers on the importance of
addressing menstrual hygiene needs and equip them with the tools to effectively
support female students.
8. Address Infrastructure Challenges: Identify and address infrastructure challenges
that may hinder effective menstrual hygiene management. Ensure the availability of
clean and private sanitation facilities equipped with proper waste disposal
mechanisms.
9. Foster Community Engagement: Engage with the local community to raise
awareness and address cultural taboos surrounding menstruation. Foster open
discussions to create an inclusive and supportive environment for female students.
10. Encourage Research and Knowledge Sharing: Encourage further research on
menstrual hygiene and its impact on academic performance. Foster knowledge-
sharing initiatives to disseminate best practices and lessons learned to other
educational institutions facing similar challenges.
By implementing these recommendations, the school and relevant stakeholders can
contribute to creating an environment where female students can thrive academically,
breaking down barriers related to menstrual hygiene and ensuring holistic development.

8
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