Hagos, Taddele (PhD)Negash, Girmay2019-01-092023-11-102019-01-092023-11-102011-05http://etd.aau.edu.et/handle/12345678/15593The main purpose of this study was to describe the factors affecting EOSECE achievement of students. The study was carried out with specific reference to six secondary schools and two TVET centers of Eastern Zone in Tigray region National State. To this end, the descriptive survey approach was employed as the study method. The total participants of the study were 514. A questionnaire was administrated among to 338 students and 82 teachers. Seven secondary school principals, and seven Woreda .. education office experts were interviewed; and focus group discussions held among ten students from each' of the selected educational institutions. Sample secondary schools and respondents were selected using simple random stratified, purposive and availability sampling techniques. Document analysis, Likert 5-scale closed ended questionnaire, unstructured interview and focus group discussion were used as major tools of the data collection. The information gained through these data gathering tools were analyzed by frequency accounts, percentage distribution, mean and mean rank. Spearman rank correlation coefficient, weighted mean rank and descriptive statement were also employed. Chi-square was employed to test the degree of difference of two groups of respondents. Results indicated, the EOSECE achievement pass rate of students did not show series trend, that is inconsistency in consecutive five years in sample secondary schools. The major factors that affect the EOSECE result students were lack of interest students in learning, lack of commitment and interest of teachers in teaching, lack of parent involvement, support and awareness in school activities, shortage of instructional materials and school facilities;" poor school management and ' overcrowded of classrooms ranked one to six respectively. School management, teachers and parents attempt less effort to overcome the low result of students' cooperatively. High achieving students were six times less than those who achieve low EOSECE results. Therefore, the researcher recommended for, students, teachers, school principals,parents, Woreda education office experts, Woreda administration, and Tigray state education bureau in collaboration with Ministry of Education and NOOs join hands and exert extra effort so that students could perform well on national exams by executing necessary school facilities and materials, training school management and laboratory technicians, and providing additional incentives to teachers like house allowance and stretching career structure.enFactors Affecting Egsece AchievementThesis