The main purpose of this study was to explore the factors that influence academic performance of female students in the preparatory schools of Sodo woreda. Besides, it tried to examine the specific objective factors that student characterize,
parental, school facilities on female academic performance. To achieve this objective different basic research questions were raised.
To attain this objective, descriptive survey research method was employed. 248 Students were elected. Students responses were selected based on proportionally stratified sampling considering their grade level. Stratified sampling followed by simple random sampling technique was employed to select the sample female students, purposive sampling technique was used to select the schools and availability sampling method was employed for teachers, school directors and educational office. To gather the necessary data, questionnaires, interview, and FGD and document analysis were used. The gathered information was analyzed using both quantitative and qualitative methods of data analysis.
Based on the results of the analysis student characteristic, parents and school related factors such as less invested educational activities, negative parental and community attitude toward female’s education, parents economic status, parents need for their females labor, school facilities, female teachers in schools were considered as reasons for low females' academic performance in preparatory schools.
Thus, it is recommended that schools, Woreda Education office incollaboration with woreda women's affairs office and woreda administrators ought to raise the issue of female education as a main concern of the woreda and thoroughly discuss with the parents and community. Moreover, continuous community awareness should be done at the kebele level about the whole advantage of females' education in the overall development effort. Moreover, the local government and educational authorities, NGOs and the community should work jointly to support female education by facilitating the schools with necessary inputs for female students.
Table of Contents
1.1. INTRODUCTION
1.2. Statement of the Problem
1.3. Objectives of the Research
1.3.1. General Objectives
1.3.2. Specific Objectives
1.4. Research Questions
1.4.1. The Maine Research Quotation of the study
1.4.2. Specific Research Questions
1.5. Significance of the Study
1.6. Delimitation of the Study
1.7. Limitation of the Study
1.8. Definition of Key Terms
1.9. Organization of the Paper
2.1. Theoretical Framework and Conceptual Frame Work
2.2. Female Education in the International Context
2.3. Females’ Participation in Education in Ethiopia
2.4. The Status of Women Education
2.5. Significances of Female’s Education
2.6. Factors Influencing that Contribute to Females Academic performance
2.6.1 Students Related Factors Influencing Female Academic performance
2.6.1.1. Students' Characteristics
2.6.2. Parents Related Factors Influencing Female Academic performance
2.6.2.1. Socio-economic Condition
2.6.2.2. Family Related Factors
2.6.2.3. Parental Education
2.6.2.4. Parental Economic Background
2.6.2.5. Working Load of Female in House
2.6.2.6. Family Size
2.6.2.7. Cultural factors that influences the Academic Performance of the female students
2.6.3. School Related Factors Influencing Female Students’ Academic performance
2.6.3.1. School Facilities
2.6.3.2. Library
2.6.3.3. Laboratory
2.6.3.4. Characteristics of Teachers
2.6.3.5. The Availability of Role Model Female Teachers
2.7. Conceptual Framework
3.1. Description of the Study Area
3.1.1. Location of the Study Areas
3.1.2. Topography and Climate Condition of the Study Area
3.1.3. Vegetation and Soil Type of the Study Area
3.1.4. Demography of Study Area
3.1.5. Economic Activity of Study Area
3.2. Research Design
3.3. Sources of Data
3.3.1. Primary Sources of Data
3.3.1.1. Questionnaire
3.3.1.2. Key Informants Interview
3.3.1.3. Focus Group Discussion
3.3.2. Secondary Sources of Data
3.4. Target Population of the Study
3.5. Sampling Procedures
3.6. Sampling Techniques
3.7. Sampling size
3.8. Data Collection Instruments
3.9. Methods of Data Analysis
3.10. Ethical Consideration
4.1. RESULTS AND DISCUSSIONS
4.2. Demographic Characteristics of Respondents
4.2.1. Distribution of Respondents by Age
4.2.2. Distribution of Respondents by Religion
4. 2.3. Distribution of Respondents by Ethnicity
4.2.4. Distribution of Respondents by Family Size
4.2.5. Distribution of Respondents by Parents Education Level
4.2.6. Distribution of Respondents by Parent’s occupation and Income
4.3. Factors Influencing Academic Performance of Female Students
4.3.1 Trends of female students in preparatory schools of Sodo woreda from 2005-2010.
4.3.2. Trends of female student’s repetition in preparatory schools of Sodo woreda from 2005-2009 E.C.
4.3.3. Trends of male student’s repetition in preparatory schools of Sodo woreda from 2005-2009 E.C.
4.3.4. Students Related Factors influencing the academic performance of female students
4.3.4.1. Distribution in respondents’ appropriate time use for reading
4.3.6. Other Factors that influencing their Academic Performance of female students
4.3.7. School related Factors Influencing the Academic Performance of female studen
5.1. Conclusions
5.2. Recommendations
Research Objectives and Themes
The primary aim of this research is to explore and identify the multifaceted factors that influence the academic performance of female students within the preparatory schools of Sodo woreda. The study investigates how personal student attributes, parental socioeconomic backgrounds, and school-related facilities collectively impact the educational outcomes of these students.
- Analysis of student-related characteristics such as self-confidence and study habits.
- Evaluation of parental influence, including education levels, socioeconomic status, and domestic labor demands.
- Assessment of school environment factors, including facility quality and teaching standards.
- Investigation of gender-based cultural attitudes impacting female educational progression.
- Formulation of strategic recommendations for educational planning and resource allocation.
Excerpt from the Book
2.6.2.5. Working Load of Female in House
Many children are engaged in either household, paid work or both. This is especially the case for children, particularly female, in rural areas who are usually expected to help with daily chores such as carrying water and firewood, cooking, looking after younger siblings while their parents are working, or tending animals. It also occurs in urban areas, where children may be involved in begging, shop and factory work, hawking or prostitution. This work may be regular or seasonal and clearly influencing school attendance, often leading to repetition or dropout, especially for female (Ndaruhutse, 2008). The poor performance of girls has relations with the greater demand on their time to perform household chores including fetching water and wood, cooking and the care of younger siblings. A study in Zambia, show that the average girl spends time for household chores are four times more than that of boys at directly productive work. And, what is even more striking is the time girls spend on this activity boys spend in school. Moreover, poorer girls work more than wealthier girls (Ndaruhutse, 2008). A study in rural Java in the early 1990s showed that poor girls work, on average, 94 hours a month, while the girls from the wealthiest households work 26 hours a month (Kane, 2004). This indicated that children from economically well-to-do families, mainly those living in towns, are not engaged in heavy work. This is because rich families can employ house maids in order to support their daughters in attending school instead of involving them in household chores.
Girls in Africa and, in fact, in almost every region of the world work more than boys, regardless of whether they are in school and of whether adult women are present and working in the household. This has implications, not only for costs, but also for dropout and repetition rates, performance and achievement (Kane, 2004). Most of the females perform various chores before going to school for periods ranging from 30 minutes to 2 hours. This means that for some of the female their school day starts very early in the morning.
Summary of Chapters
1.1. INTRODUCTION: Provides the foundational background regarding education as a human right and the global and local context of female educational challenges.
1.2. Statement of the Problem: Discusses the persistent underrepresentation of women in educational programs and identifies specific factors such as school facilities and teacher attitudes that constrain female performance in Ethiopia.
2.1. Theoretical Framework and Conceptual Frame Work: Outlines the theoretical basis by exploring how student, parent, and school-related factors collectively influence learning outcomes.
3.1. Description of the Study Area: Details the geographical, demographic, and economic characteristics of Sodo woreda, providing the context necessary for the study.
4.1. RESULTS AND DISCUSSIONS: Presents the analysis and interpretation of the collected primary and secondary data regarding the factors impacting female students.
5.1. Conclusions: Summarizes the major findings, confirming that domestic burdens, parental education, and school facilities are critical determinants of female academic success.
Keywords
academic performance, education, female students, Sodo woreda, student factors, parental influence, school facilities, gender equality, dropout rates, repetition rates, socioeconomic status, teacher quality, female participation, preparatory schools, human capital.
Frequently Asked Questions
What is the core focus of this academic thesis?
The thesis focuses on identifying and assessing the various factors that influence the academic performance of female students specifically in the preparatory schools of Sodo woreda, Ethiopia.
Which thematic areas does the study cover?
The study covers three primary thematic categories: student-related characteristics, parental and home-related factors, and school-based infrastructure and teaching environments.
What is the central research question guiding this work?
The primary research question is: "What are the factors influencing the academic performance of female students in the preparatory schools of Sodo woreda?"
Which scientific methodology was implemented?
The research employed a descriptive survey method using a mixed approach, utilizing both quantitative data analyzed via SPSS and qualitative data derived from interviews and group discussions.
What does the main body of the research address?
The main body examines statistical data on student demographics, repetition rates, and analyzes specific variables like parental occupation, household chore loads, and the availability of school resources.
Which keywords help define the scope of this research?
Key terms include academic performance, female student participation, socioeconomic status, parental education, school facilities, and educational policy in Ethiopia.
How do domestic responsibilities affect the students in Sodo woreda?
The study concludes that heavy household workloads, such as fetching water and firewood, dramatically reduce the time female students have for studying, directly contributing to higher absenteeism and lower academic achievement.
What role do female teachers play in this context?
The study highlights the lack of female role models (teachers) as a significant barrier. The presence of female teachers is found to be instrumental in providing guidance and creating a supportive psychological and social environment for girls.
What specific interventions are suggested by the author?
The author recommends the establishment of guidance offices in schools, the implementation of flexible tutorial programs, and increased community awareness programs to change traditional attitudes toward female education.
- Arbeit zitieren
- Mule Dejene Guta (Autor:in), 2023, Education and Status of Women. Factors influencing the Academic Performance of Female Students, München, GRIN Verlag, https://www.grin.com/document/1348177
