Factors Affecting Girls’ Academic Achievement in Second Cycle Primary Schools in Guraghe Zone
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Date
2010-06
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Addis Ababa University
Abstract
The main purpose of this study was to investigate the factors affecting girls’ academic
achievement in second cycle primary schools in Guraghe zone. To achieve this
objective different basic research questions were raised. The study employed
concurrent mixed methods design with both quantitative and qualitative approaches.
Considering the geographical area of the zone, cluster sampling technique was used
and six schools were selected randomly. Student respondents were selected based on
stratified sampling considering their sex, grade level and their parental SES. Teacher
respondents also selected from each department by using stratified sampling technique
and parents were chosen by using availability sampling technique. To triangulate the
data primary and secondary sources of data were used. The primary data sources
comprised students, teachers, principals, parents of girls, and Woreda and Zone
education experts. As secondary source of data statistical and factual information of the
zone education department and 2002 E.C first semester girl students’ examination
result were analyzed and highly consulted. Depending on the research questions and
the nature of respondents, a variety of data gathering tools including questionnaire,
interview and observation were used. Percentage was predominantly used to indicate
the extent of respondents’ opinion towards the issue raised. Besides, in order to see if
there is a significant difference in girl students’ academic achievement as a result of
their socio economic status independent sample t-test was computed. As the finding of
the study indicated, the second cycle primary school repetition of girls is a serious
problem throughout the zone. The study also revealed that low level of parental
education, low level of parental involvement in their daughter education, household
chores negatively affect girls’ academic achievement. School related factors like school
facility, lack of role model female teachers, teachers’ attitudes also negatively affected
girls academic performance. Thus based on the findings of this study, it is
recommended that educational officials at various levels should promote and enhance
awareness creation programs on gender issue in education to parents and other
community members. Teachers and school principals should work jointly with girl
students and their parents to improve girls’ academic performance. Moreover the local
government and educational authorities, NGOs and the community should work jointly
to support girls’ education by facilitating the schools with necessary inputs for girls, by
updating teachers with gender issue in education. The schools themselves should
create conducive environment to empower girls by assigning then as team leader and
members in different school curricular activities. Female teachers should play a part in
this regard
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Educational