Impact of Household Workload on Girls’ Academic Performance in Secondary Schools in the Benadir Region Mogadishu Somalia

Abstract Household workload is a critical yet often overlooked factor influencing girls’ academic performance, particularly in contexts where gendered domestic responsibilities are deeply embedded in social norms. This study examined the impact of household workload on girls’ academic performance in secondary schools in the Benadir Region, Somalia. The study focused on three key dimensions: time spent on household chores, physical and mental fatigue resulting from household work, and the gendered distribution of household responsibilities. A quantitative research approach using a descriptive survey design was adopted. Data were collected from 255 female secondary school students selected through simple random sampling, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicated that time spent on household chores had a significant effect on academic performance (β = 0.315, p < 0.05), while the gendered distribution of household responsibilities emerged as the strongest predictor (β = 0.533, p < 0.05). However, physical and mental fatigue did not show a statistically significant direct effect (β = 0.063, p > 0.05). The model explained 72.0% of the variance in academic performance (R² = 0.720). The study concludes that girls’ academic outcomes are strongly shaped by time demands and gendered expectations within households, and recommends gender-responsive policies, school support systems, and equitable domestic practices.