Factors Affecting Female Students‟ Academic Performance in Primary Schools of Abuna Gindeberet

Abstract

The main objective of the study was to assess factors affecting Academic performance of female students in Primary Schools of Abuna Gindeberet woreda West Shoa Zone, Oromia Regional state. Accordingly, it tried to examine the relationship of academic performance with the major five independent factors, such as, home condition, Female students’ characteristics, teachers related, school related factors and educational administrative factors. The research employed descriptive survey design. Quantitative and qualitative research methods were employed. Quantitative data were gathered using questionnaire; while interview and document analysis were held to collect qualitative data. The target population constitutes woreda education office experts, school principals, teachers, and female students. A questionnaire were planned to collect data from a sample of 176 of female students and 104 of teachers. Moreover, 4 woreda education experts and 4 school principals were taken for the interview. The sampling procedure used probability and non-probability sampling. Primary and secondary data sources were used. Based on the results the study was suggested that, comparing factors that affect females ‘academic performance is a complex issue which is multidimensional: the first factor home related issue obtained ranges between low and high. But, critically, on income status of parent’s, education level of parent and parent’s occupation very low responses obtained. However, lack of parental involvement, encouragement and support of parents in female education was very low which hided their potential to achieve academically better. Non conducive and non-suitable home environment for studying is other factor which influence female to academically lower. The conclusion is that high demand for domestic work; low school attendances of female’ and hence effects on their academic performances. In the second factor female students’ related issues the result showed that on all items not more satisfied result obtained. Specially, on time used for studying by female students, self-confidence on education and female-male relationship on academic performance low response was obtained. According to the finding students’ self confidence with their teachers and classmates, inability to become well planned and organized, lack of adequate effort and carelessness are believed as the major factors affecting female academic performance. Moreover, a large number of female students believe that they being females are not supposed to take any greater interest in studies as their primary duties are to look after there would be husbands, run their families and related issues to motivate female students to become more completive in their education is the best strategies. Based on the findings it can be concluded that the character of female students’ contributes for their poor academic performance. The other factor considered for this research was teacher related factors which affected the academic performance of female students. teachers experience in solving female students’ academic challenges, teachers’ quality and commitment to support female students, teachers’ emotional and social skill in providing special support for female students was low. The fourth variable was schools related factors which used nine items from these low responses found on four items such as proper reading place and continuously identifying problems of females’, facility of reading materials for female students and facilitating studying system. Finally the study concludes that as the education administration affects the academic performances of female students.