Improving female students' participation and their academic performance: Ethiopian Technical University (original) (raw)
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Springer Nature, 2024
The purpose of this study was to investigate the factors affecting female students' academic success in Ethiopian higher education. To clarify reliable data from the participants, the study used a descriptive survey. The investigation was carried out using a combination of methodologies. One hundred regular undergraduate female students were selected for the sample population using simple random sampling techniques, proportional sampling method, and stratified random sampling because the students were divided into heterogeneous colleges and departments. The methods for gathering data were a questionnaire and concentrated, targeted group discussions. Primary and secondary sources of information were reviewed in order to gather reliable data. The obtained data was sorted, tabulated, and looked for patterns under the distribution of percentages and frequencies using the descriptive method of analysis. The results of this research demonstrate multiple factors influencing female students' academic performance in higher education institutions, including those connected to the institution, families, individuals, and instructors. The conclusions urge the involvement of all stake holders in order to resolve this issue.
Factors Affecting the Academic Performance of Female Students at Higher Education in Ethiopia
2018
Education is one of the social factors whereby gender disparity is reflected. The number and proportion of educated females is very low. As the grade level of education increases, the number of female students starts to decline. Consequently, higher education remains the level of learning where females are in a less academic performance when compared to males. Problems female students encountered constitute personal, university related factors, academic factors (previous academic background) and economic factors. The off-campus factors that affect female students’ academic performance include family background, traditional Music Houses and economic problems and others. In short, the majority of problems female students encounter and those factors that affect female students’ academic performance are personal and the other problems are caused by the university environment. Therefore, I argued that despite the number of female students who attend higher education has been increased bu...
Science Journal of Education, 2017
Although, improvement has been observed in Ethiopia, female students' academic competency and performance is low compared with male students because of various economical, environmental or socio cultural factors resulting higher attrition rate in their academic success. The study was designed to assess female students' perception on factors affecting their academic competency and performance. Cross-sectional study and random sampling was applied among Dire Dawa University senior female students. Questionnaire and structured interview were used for data collection. Female students' perception on various factors was addressed. Most female students agreed that institutional, family and their background, environmental and socio-cultural, behavioral and commitment related factors affect their academic performance and competency. They perceived that lack of self-confidence, stress, lack of preparation, university related factors (lack of proper reading place, lack of proper guidance), and students and teachers characteristics influence their competency and performance. The university management, parents, students themselves and other concerned bodies should work to reduce factors that affect academic performance and competency of female students. Projects should be designed to alleviate the problems so as to make female students competent and successful in their academic life.
Journal of Education and Practice, 2021
Action Research is a formative study of progress commonly practiced by teachers in schools. It enables a teacher to craft most appropriate strategy within its own teaching environment. Action research aims to contribute both to the practical concerns of people in an immediate problematic situation and to further the goals of social science simultaneously. This paper is aims to improve the academic performance of female students with special evidence from 2 nd year management department of Bonga University. further, factors affecting the academic achievement of female students were examined. Finally, the role of teachers in improving female student academic performance were investigated. In doing so, the researcher adopted interview, focused group discussion and observations as data collection instruments. In addition, the researcher, prepared schedule composed of Proposed plan, action and evaluation for achieving the goals of this project. The collected data were analyzed using descriptive statistics such as mean and Paired sample T-test. The finding of this Action research project revealed that; Lack of proper Tutorial class has significant effects on female students' achievement with average mean of 3.55, followed by lack of pear learning with mean score of 3.40. further, the overall Average Score of female students Before intervention was 3.98. but, After the researcher and course instructor made intervention which described in methodology parts the overall Average Score of female students has increased to 6.65. The researcher recommends the female students to give due consideration for their education and to read cooperatively with their colleagues. Further, Teachers should encourage female students through providing enough and timely tutorials. Finally, Bonga university shall establish female students club that actively serves all female students of the university through preparing training and conferences on which they exchange experiences with each other if possible with other universities female students.
International Journal of Scientific Research and Management
Quality education is the crucial for over development of the country. But there are different challenges for student to get quality education which led for poor academic performance. The study was conducted in the University of Gondar, Ethiopia to examine determinants of academic performance of the student. It was conducted at the second semester results of the final score in three courses for the academic year 2016/17 (Farming System Research and Innovation, Innovation System and Agricultural and Rural Extension). The courses were delivered for second year rural development and agricultural extension, adult education and community development 2nd year and animal production and extension 3rd year in the University of Gondar. Totally 118 students considered and stratified as male and female to compare and contrast the academic performance based on their attendance and total score. The multiple regressions was used to carried out to determine the impact of students’ attendance and ge...
Education is one of the social factors where by gender disparity is reflected. In the field of education, the number of educated females is very low. As the grade level in school increases the number of female students starts to decline because of lots of factors. Consequently, higher education remains an area of learning from which women are less represented both as a student and staff. The main objective of this research is to identifying factors affecting female students' academic achievement in Aberuswolkite high school. To do so, to make the sample representative enough; the study used were used as the main tool of data gathering instrument. The findings of this study shows that the decreasing in enrolment, increasing in dropout and class repetition from time to simple random sampling technique school female students through lottery method and purposive sampling techniques for school directors and city education head officer. The study is descriptive type research. Primary and secondary data were used as data source. Questionnaire and structured interview time and different causes were identified such as female students were took household responsibility, and inadequate support from their family, lack of teachers instructional support(regular tutor for female students), inadequate guidance and counseling. All these taken as caused female students poor academic performance in the study area. The core issues were pointed out in the conclusion part of the study and the researcher recommendations are: Motivation program should be organized, Training program should be designed, sufficient budget should allocated, sufficient time should given for female students to do their home work. And the study will help all concerned bodies to understand the causes of the problem under investigation and they should try to solve the problem effectively.
It is known that education is the determinant factor that has direct relation to development of a society and a country as a whole. As education contributes directly to the growth of national income by improving the productive capacities of the labor force, all states and governments in the world are giving prior attention among other sectors. According to the United Nations Population Fund, countries that have made social investments in health, family planning, and education have slower population growth and faster economic growth than countries that have not made such investments (UNFPA, 2002). Hence, education is a key part of strategies to improve individuals' well-being and societies' economic and social development. However, for education to bring the aforementioned outcomes in a country, all citizens must get equal opportunities regardless of their sex, age, socio-economic status, etc. In doing so, both male and female citizens should get this opportunity to invest their full potential in all aspects of development (economic, political and social). Even, some scholars suggested female education to be prioritized over that of males. For instance, Sullerot (1974) wrote, "Without female education progress can be transmitted to each generation either not at all or very slowly, since it cannot be passed on in the home." Asserting the importance of women education in predicting the educated generation of the future, Bown (1990) said, "Women bear and raise the children, so women prepare the future, how can a future be good if women are ignored?" Similarly, Ballara (1992) indicated the importance of educating women for wellbeing of the family since they play a significant role as educators of future generation, fulfill economic functions and are vital for the survival of the family. According to him, women education, moreover, contributes for their personal development as acquiring it enable women to increase their self-esteem, improve their income earning capabilities and to play active role in the family and community decision-making. Similarly, as to Asresash, Shinebaum and Kassahun (2002) educating women is the most important measure as it enhance their social status and self -image, empower them to make decisions independently and result in the well-being of society in which they are living. Hence, female education must be given equal, if not more than, weight to male education. Especially in a country like Ethiopia, where the number of female population exceeds that of male, empowering females equipped with better education is the issue which should be given priority so as to bring about sustainable development the country is aspiring. However, history tells us that due to various hindering factors, females were limited from participating in the issues that concern them of which education is one. With regard to their participation in higher education, referring to African countries, reported that among the constraints which hinder women enrolment at higher institutions identified include inadequate qualified female candidates to join tertiary institutions (TE), insufficient places in the institutions, unfriendly institutional environments, socio-cultural values, beliefs and practices that militate against the education of girls and insufficient female role models. Similarly, Odaga and Heneveld (1995) in Teshome (2002) described socio-economic and socio-cultural, factors related to the school environment and political and institutional as major factors affecting women education in sub-Saharan Africa. Understanding all these problems, in order to minimize and compensate, if possible, the scare on the history of females, different mechanisms have been proposed. To this end, the World Declaration on Higher Education (1998), Article 4 (a) that focuses on enhancing participation and promoting the role of women states:
Open Journal of Social Sciences
The study was intended to assess the factors that affect academic performance of female students in Kabridahar district, particularly Dr. Mohammed Sirad Dolal preparatory school. To achieve the objective, descriptive research design was employed. The data was collected from a total of 275 female students and 10 teachers by using structured questionnaires' and interviews as well as document analysis. The data was analyzed by using both descriptive and inferential statistics (multiple linear regressions). The result shows various factors, such as personal factors, socioeconomic factors and school factors found to be affecting the academic performance of female students. From the study, it was learned that lack of self-motivation, absence of regular school attendance, less amount of time invested on educational activities, less attendance on tutorial and supportive classes, inability to become well planned and organized and peer pressure of friends were the key personal factors affecting female students' academic performance. Besides, lack of family encouragement in education, low level of education of parents, parental occupation, poor parental-child interaction, need for extensive usage of female students labor and non-conducive home environment were the family related factors that affect female student's academic performance. The multiple linear regressions result showed that school distance, frequency of guidance and counselling service, availability of school facilities, rewards given in the school for best grade scorer female students, availabilities of gender sensitive facilities and level of awareness about gender issues were the school factors that influence academic performance of female students.
2017
Education is a universally recognized fundamental human role in eradicating poverty and promoting socio economic development in any society. The aim of this study is to assess factors affecting female students’ participation on academy achievement; Teyra- Bora Primary School in BarhaleWoreda. The cross sectional study was conducted at Teyara-Bora Primary School, 2016. The total participants are 40, and out of which the 10(25%) are teachers 20(50%) are students and the rest 10(25%) are parents. on the other hand, 20(50%) of the participants were females, and the rest,20(50%)are male participants, so genderbalance was given emphasis in this research 15(37.5%)of the participant such as students and their parents were educated below grade -8 level where as, the rest 15(37.5%) of the teachersparticipants were diplomaand degree holder the rest only 3(30%) of them certified below diploma (certificate or 12+1 and 10+1). The majority (80%) of the participants indicated that financial problem...
International Journal of Advanced Research (IJAR), 2024
This paper examined gender related factors influencing female students academic performance in higher learning institutions in Rwanda with reference to Kibogora Polytechnic. The specific objectives were to determine the level of female students academic performance, structural cultural factors, socioeconomic conditions, and cultural factors and their effect on female students academic performance. The research surveyed female students and staff from higher learning institutions, involving 486 participants. A representative group of 220 was calculated using Yamane formula. Data was collected through semi-structured questionnaires, interviews, desk reviews, and pre-tests. Statistical Package for Social Sciences was used to generate descriptive and inferential statistics. To the first objective, results revealed that 86.4% accepted female attendance rate was increased, 77.0% contended that female student has active participation in class within higher learning institutions, 76.4% accepted that there is a rate of graduation. To the second objective, the research revealed that 74.5% accepted that the existing policies influence female academic performance, 86.4 accepted that the higher learning procedures have influenced female academic performance, 87.2% show an agreement and strongly agreement respectively. The correlation coefficient r=0.522 was produced with p-value of 0.000 of a two-tailed. To the third objective, 74.5% provided positive responses concerned with the number of girls and boys in the family has influenced female academic performance, 86.4% agreed domestic work performed at home influence negatively academic performance in higher learning institutions, Findings demonstrated the association between socio-economic and the success of performance of female students was 0.820 the p-value was 0.000 for 2-tailed. To the fourth objective, the research felt that 88.0% that domestic responsibilities reduce female willingness to school and educational activities. Correlation coefficient and the p-value demonstrate the existence of significant effect of cultural factors on female student academic performance. The study recommends that the Ministry of education should establish effective female sensitive policies. The society should leave unfavorable cultural norms and hand habits that affect female students in higher learning institutions owing to their effect in lowering self-confidence and academic target. Further studies should investigate effect creating awareness on female education at all level and to establish the forums to debate on societal factors hindering girls education.