Factors Affecting Female Trainees' Academic Achievement in Selected Teacher Training Institutes in Ethiopia

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Date

2004-06

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Addis Ababa University

Abstract

The study was undertaken to examine factors that affect the academic achievement of female trainees in teacher training institutes of Ethiopia. In order to examine the prevailed factors that have contributed for low academic achievement of female trainees, their enrollment trends and academic achievements for the last two years were presented and compared. Then, factors which were believed to affect academic achievement of female trainees such as institutional and structural factors, socio-cultural, psychological and personality factors were stated and treated in view of the objectives of the study. The subject of the study were 185 male and 158 female trainees, 39 male and 6 female teachers , 3 principal and 3 REB officials. Data relevant to the study were collected through questionnaire, interview and document analysis. The collected data were analyzed by using percentage, mean and standard deviation. Moreover, the chi-square, z and t-tests were employed to see the degree of conformity between male and female respondents to the prevalent of the problem raised. The study revealed that there has been an equal enrollment between male and female trainees and there was a significant academic achievement difference as measured by CGPA between male and female trainees, in favor of males, for the years 2001/ 02 and 2002/03. As the study disclosed, institutional and structural factors such as lack of effective gender committee and guidance and counseling service, lack of adequate textbooks were the major factors evidenced to contribute to low academic achievement of female trainees. On top of this, language difficulty, low self-esteem, lack of achievement motivation and being dependent in the teaching-learning process were also evidenced as detrimental factors for the low academic achievement of female trainees. However, socio-cultural factors such as gender differentiation and stereotype in the teaching-learning process were not indicated as influential variables. Therefore, suggestions such as refining the recruitment and selection criteria and procedure and strengthening the performance of female student at primary and secondary level through possible interventions such as providing supplementary materials, tutorial program, incentives and guidance and counseling were forwarded as long range solutions. On top of thiS, special tutorial classes at the beginning of the training program, continuous guidance and counseling services and additional learning material like handout should be organized and available in the institutes. At the time of admission, institutes should also prepare massive induction program and assertiveness and gender training to all trainees.

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