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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/603

Title: FACTORS AFFECTING PARTICIPATION OF FEMALES IN SECONDARY SCHOOLS IN GAMBELLA REGION
Authors: Ager, Eshetu
Advisors: Associate Prof. Amare Asgedom
Copyright: 2002
Date Added: 19-Apr-2008
Publisher: Addis Ababa University
Abstract: The major objective of this study was to investigate the factors affecting participation of females in secondary schools of Gambella region. To achieve this, the descriptive survey method was used. Secondary schools (five in number) of the region were selected using convenient sampling method. Questionnaire for teachers, and structured interview forms for students, parents and school personnel and document inspection form were used as data collection instruments. The study included a total of 80 female-secondary leavers, 73 parents, 80 secondary school teachers and 5 secondary school personnel. In reporting and analyzing the result, percentages, frequency distributions, Gender Parity Index (GPI) and chi-square (X2) were used. The major findings revealed that school an out of school related factors such as distance from home to school, un-programmed pregnancy, marriage, family’s educational and economical backgrounds, shortage of instructional materials academic performances, burdens in domestic activities etc. negatively affected the participation of female students in secondary schools. Thus, it is recommended that community leaders, opinion leaders, Regional, Zonal and Woreda Governmental and Non-Governmental Administrators, specially Educational Officers, Women’s Association Affairs of Sector Bureau, and other responsible authorities should be involved in advocacy an arrange specific programs in order to change the old traditional and cultural barriers to education of girls in the society.
Description: A THESIS PRESENTED TO THE SCHOOL OF GRADUATE STUDIES, Addis Ababa UNIVERSITY, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF MASTER’S OF ARTS IN CURRICULUM AND INSTRUCTION
URI: http://hdl.handle.net/123456789/603
Appears in:Thesis - Curriculum & Instruction

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