Factors Affecting Female Students’ Academic Achievements in Government Secondery Schools of Bole Sub City of Addis Ababa City Administration.
| dc.contributor.advisor | Befekedu Zelake (PhD) | |
| dc.contributor.author | Yergdu Tasew | |
| dc.date.accessioned | 2025-08-19T06:07:26Z | |
| dc.date.available | 2025-08-19T06:07:26Z | |
| dc.date.issued | 2025-05 | |
| dc.description.abstract | This study explored the factors that influenced the academic achievement of female students in general secondary schools within the Bole sub-city of Addis Ababa. A mixed-methods research approach (Convergent Parallel Design) was employed. Utilizing both qualitative and quantitative sources of data, reliable data were gathered for this study. Data were collected through questionnaires and interviews across six secondary schools, involving 370 female students and 216 teachers selected through simple random sampling. Additionally, I took 8 principals using purposive sampling method. Descriptive statistical tools such as frequency, percentage and mean have been used for data analysis. The findings of the study indicated that school-related factors impeded female students' academic achievement. Deficiencies in learning resources, extracurricular programs, effective teaching methods, individualized support, and feedback were major concerns. While female educators were seen as role models, their lack of encouragement and support was noted. Out-of-school factors also played a crucial role, with limited parental engagement, unsupportive home environments, and a lack of academic encouragement hindering success. Limited access to educational resources, parental educational backgrounds, and financial struggles further exacerbated these challenges. The data consistently pointed to the existence of significant challenges affecting the academic achievement of female students. These challenges spanned multiple domains, including socio-economic factors, cultural norms and expectations, personal factors, and household responsibilities. The findings underscored the need for comprehensive and targeted interventions to address these multifaceted issues and promote equitable educational outcomes for female students. Thus, it was recommended that a holistic support system be developed to address the interconnected challenges faced by female students, encompassing academic, social, emotional, and economic dimensions. Gender-responsive educational practices should have been implemented to challenge stereotypes, promote inclusivity, and cater to the diverse learning needs of female students. Strong partnerships between schools, families, and communities needed to be fostered to create a supportive ecosystem that prioritized female students' education and well-being. Key Words: Factors Affecting, Female Students, Academic achievement, Bole sub city. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/7025 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.subject | Factors Affecting | |
| dc.subject | Female Students | |
| dc.subject | Academic achievement | |
| dc.subject | Bole sub city. | |
| dc.title | Factors Affecting Female Students’ Academic Achievements in Government Secondery Schools of Bole Sub City of Addis Ababa City Administration. | |
| dc.type | Thesis |