Conscious of the multiple hurdles that girls encounter in their participation in education, the government of Sierra Leone has embarked on a series of affirmative policies to encourage their participation. This paper sets out to find out whether girls’ have a positive attitude to education in this positive affirmative educational policy landscape. The study found out that girls have developed a good attitude to education despite problems that they have, which include: poor home and school environments. A null research hypothesis using the Pearson Product Moment Correlation at the 99.9% confidence level was advanced that there is no significant difference between attitude of girls to education and their school performance. The grades of these girls at their last school examinations were used for school performance. The result inferred statistically that there is a positive significant relationship between attitude that girls have to education and their school performance. The null hypothesis was rejected and the alternative hypothesis accepted. It is therefore proposed that affirmative programmes to encourage girls’ participation in formal education be continued.
Key words: Attitude and performance, girls’ education, Sierra Leone.
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