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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