Motivating factors that were reported to contribute to improved academic performance also varied between male and female students. For example, female students were more motivated to improve their academic performance because of external approval: 32 % of female students stated that their increased performance was motivated by the program’ s incentives, recognition, and support, whereas only 5 % of male students selected this option.
On the other hand, 30 % of male students reported that their enhanced academic focus was due to a reduction in other distractions, for example, financial and / or food-related issues, which improved their performance, whereas only 16 % of female students selected this option.
No female students attributed the potential for future opportunities as the key reason for their performance improvement, with 10 % of males finding this the most important reason for their improved academic performance.
These results clearly indicate that motivating factors that lead to improved academic performance can be very different between male and female students, and programming should be attuned to these differences.
Figure 6: Results of EIP Student Academic Performance
All of the students who described an increase in their academic performance reported that this improvement had led to new or potential academic-related opportunities. The one student who described that his performance had not changed, still felt he had gained opportunities through being an EIP student. The most common type of opportunity students felt they had received was their eligibility for moving on to tertiary education( 79 % F, 62 % M). Following that, students felt their performance had led to improved opportunities for employment, including internships or voluntary work( 53 % F, 43 % M). Around a third of students thought their increased performance had led to their participation in special activities such as inter-school debates, research studies, or receiving academic mentions( 32 % F, 33 % M); and / or additional financial and material assistance through scholarships or recommendations( 26 % F, 38 % M). One female student reported that her academic performance improvement has allowed her to gain leadership skills and mentorship roles.
4.2.6 Improved Attitudes Among EIP Students Toward Civic Responsibility
The Sonder Project increased 95 % of students’ views regarding“ the need to develop their community by improving education”( 90 % F, 100 % M). One female student said she had experienced no change, and one said she has experienced a slight change. A parent from the Galileya community described these changes:“ It seems the Sonder support has opened their
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