Academic Achievement of Grades Nine and Ten Female Students and its Major Determinants in Jimma Zone, Oromia Region

Abstract

Despite significant efforts made in Ethiopia to achieve gender parity in
education, female students’ academic performance remains a major challenge to the
education sector (MoE, 2010). Thus, the study aims at finding out academic achievements
of female students and its major determinants in lower secondary schools in Jimma
Zone, Oromia Region. A cluster sampling technique was used to select participants
for quantitative data while purposive sampling technique was in place for qualitative
ones. A questionnaire was administered to 768 female students. In addition, interviews
were conducted with students, school directors, and Woreda educational officers and
FGDs were conducted with school teachers. The result indicated the mean academic
performances for grade ten and nine students were 70 and 71 with standard deviations
of 11 and 10, respectively. 6% of the variance in students’ academic achievements was
accounted for by the linear combination of the variance of teachers related variables,
student’s self-regulation and parental factors. Parental factors, socio-economic status,
lack of interest for education among students, teacher, school and community related
factors were among the factors that affect academic achievements of female students as
evidenced by the qualitative data. Recommendations, including preparing and utilizing
intervention packages comprising different strategies as per the findings of the study,
were forwarded.