FACTORS AFFECTING THE CONFIDENCE LEVEL OF FEMALE STUDENTS IN PUBLIC SCHOOLS: A CASE STUDY OF DISTRICT KECH, PAKISTAN

Abstract

The effectiveness of educational systems and learning approaches work best when associated aspects make the process fluid and adaptive. Self-confidence plays a critical role in determining dent learning outcomes. This study aimed to explore the impact of self-confidence on female students' educational experiences in District Kech Pakistan. A qualitative research method was used to explore the impact of self-confidence on female students’ academic performance. Data were collected through 10 semi-structured interviews conducted with principals, and instructors, and 3 focus groups discussions with students. This research found systemic education inadequacies that cause student inequalities. The research found that self-confidence levels in male and female students greatly impact teaching and learning practices. Due to restricted educational possibilities, low enrollment rates, cultural norms, and internalized educational systems, ladies lack self-confidence. Overcoming such problems helps female students reduce stress, stop overthinking, and boldly pursue academic and personal objectives. By exploring new roles, interests, and activities, female students can overcome concerns about societal reactions, a difficult obstacle rooted in the socialization process that undervalues their education and undermines their self-confidence compared to men. According to the research, social factors are the main element affecting female students' confidence. The study recommends implementing focused interventions to boost female students' self-confidence, creating an inclusive learning environment that encourages them to attain their full potential.