Girl-Child Education and Social Studies Learning Outcomes in Primary Schools in Jigawa State

This study investigates the state of girl-child education and its relationship with Social Studies learning outcomes in primary schools in Jigawa State, North West Nigeria. Female educational participation in Jigawa State is significantly constrained by cultural norms, early marriage, and limited school infrastructure, resulting in persistently low enrolment and completion rates among girls. Social Studies, with its emphasis on citizenship and equity, is well-positioned to support gender-inclusive education. Using a descriptive survey design, 260 primary school pupils, including both boys and girls, from twelve schools in Dutse Local Government Area were surveyed with a Social Studies Achievement Test and a school participation index. Data were analysed using independent samples t-test and simple regression. Findings reveal that girls in schools with active gender-sensitive teaching practices achieved comparable Social Studies scores to their male counterparts. However, dropout rates among girls remained high, particularly at upper primary levels. The study recommends gender-responsive pedagogical training for Social Studies teachers and community sensitisation programmes targeting parents. State government interventions should prioritise the construction of gender-friendly school facilities and enforcement of compulsory education laws. Keywords: girl-child education, Social Studies, learning outcomes, Jigawa State, gender equity.