Factors Affecting Female Students’ Participation on Academic Achievement in Teyara-Bora Primary School, Barhale Woreda, Afar, Ethiopia
World Journal of Public Health
Volume 2, Issue 1, March 2017, Pages: 28-37
Received: Oct. 16, 2016;
Accepted: Nov. 2, 2016;
Published: Jan. 7, 2017
Views 3586 Downloads 126
Fikir Alebachew, Department of Nursing Dessie Health Sciences College, Dessie, Ethiopia
Natnael Girma, Department of Nursing Dessie Health Sciences College, Dessie, Ethiopia
Nuru Mohammed, Department of Social Science, Ewket Chora Primary School, Assayta, Afar, Ethiopia
Seid Mohammed, Education Offices of Barhale Woreda, Afar, Ethiopia
Melaku Ashagrie, Department of Medical Laboratory, Dessie Health Sciences College, Dessie, Ethiopia
Natnael Taye, Department of Maternal and Child Health, Tita Health Center, Dessie, Ethiopia
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 can affect negatively the academic achievement 0f female students. 90% the participants also reported that lack of educational support from them parents and teachers were the factor that affect female students academic achievement. Similarity 50% the problems can be originated from the female students by lack of interest towards their education to participate actively. Similarly, more than 80% of the female students’ problems were resulted by absenteeism, sex and lobar abuse as well as cheating experience that noticed the participants highly affected female students’ academic achievement. This study revealed that Academic achievements as well as educational participation of the female students are very low in BerahleWoreda, Teyara –Bora school. The major in education of this may be the parents number of reputation and drop out female students are high and it continue to increase the past three year from 32% to 59%.
Factors Affecting Female Students’ Participation on Academic Achievement in Teyara-Bora Primary School, Barhale Woreda, Afar, Ethiopia, World Journal of Public Health.
Vol. 2, No. 1,
2017, pp. 28-37.
ESDP. (2005). the Federal Democratic Republic of Ethiopia Education Sector Development Program III 2006-2011 (1998 EFY – 2002EFY) Program Action Plan (PAP).
CSA, (2007). Summary and Statistical Report of the 2007 Population and Housing Census: Population Size by Age and Sex, Ethiopia: Addis Ababa, United Nations Population Fund (UNFPA).
Colema F, J. S. (1991). Parental Involvement in Education. Inc: policy Perspective, Office ofEducational Research and Improvement. US Department of Education. Washington, DC.
AdetunIe, I. A. and A. P. Akensina (2008). Factors affecting the standard of Female Education: A case study of primary and secondary schools in the Kassena- Nankana District. Journal of Social Sciences 4(4):338-342.
Fasil R. Kiros, (1990). Implementing Educational Policy in Ethiopia: World Bank Discussion Paper AfricaTechnical Development Series. USA, Washington D. C.
ENAR. (2001). The Development of Education: National Report of Ethiopia: Ethiopia National Agency for UNESCO (Final Version): march, 2001.
Dina, Ab-Ghada and Stephan, Klasen (2004). The cost of Missing the Millennium Development Goal on Gender Equity. The World Bank, University of Gottingen and IZA, Bonn Germany Discussion Paper No.103, February, 2004.
Downe, D. B. (1995). Bigger is not better: Family Size, Parental resources, and Children educational Performance American Sociological Review 60: 146-149.
FAWE (1995). Girls and African Education Research and Action Keep Girls in School. Kenya: FAWE, International House.
Alrakaf S, Sainsbury E, Rose G, Smith L, Identifying Achievement Goals and Their Relationship to AcademicAchievement in Undergraduate Pharmacy Students. American Journal of Pharmaceutical Education 2014; 78 (7) Article 133.
. Steinmayr R, Crede J, McElvany N and Wirthwein L (2016) Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects. Front. Psychol. 6:1994. doi: 10.3389/fpsyg.2015.01994
Shankar, A., Rafnsson, S. B., and Steptoe, A. (2015). Longitudinal associations between social connections and subjective wellbeing in the English Longitudinal Study of Ageing. Psychol. Health 27, 919–934. doi: 10.1177/0898264315572111
Steinmayr, R., Wirthwein, L., and Schöne, C. (2014). Gender and numerical intelligence: does motivation matter? Learn. Individ. Diff. 32, 140–147.doi: 10.1016/j.lindif.2014.01.001
Suldo, S. M., Thalji, A., andFerron, J. (2011). Longitudinal academic outcomes predicted by early adolescents’ WB, psychopathology, and mental health status yielded from dual factor model. J. Posit. Psychol. 6, 17–30. doi: 10.1080/1739760.2010.536774
(Tian, L., Chen, H., and Huebner, E. (2014). The longitudinal relationships between basic psychological need satisfaction at school and school-related subjective well-being in adolescents. Soc. Indicat. Res. 119, 353–372. doi:10.1007/s11205- 013-0495-4
Zeidner, M. (2007). “Test anxiety in educational contexts: concepts, findings, and future directions, “in Emotion in Education, eds P. A. Schutz and R. Pekrun (Waltham, MA: Elsevier Academic Press), 165–184.
Zeidner, M., and Matthews, G. (2005). “Evaluation anxiety, “in Handbook of Competence and Motivation, eds A. J. Elliot and C. S. Dweck (London: Guildford Press), 141–163.
Wang, M.-T., and Pecks’. (2013). Adolescent educational success and mental health vary across school engagement profiles. Dev. Psychol. 49, 1266–1276. doi: 10.1037/a 0030028
Voyer, D., and Voyer, S. D. (2014). Gender differences in scholastic achievement: ameta-analysis. Psychol. Bull. 140, 1174–1204. doi:10.1037/a00 36620
Steinmayr, R., and Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learn. Individ. Diff. 19, 80–90. doi: 10.1016/j.lindif.2008.05.004
Sirin, S. (2005). Socioeconomic status and academic achievement: a meta-analytic review of research. Rev. Educ.Res. 75, 417–453. doi: 10.3102/00346543075003417
Liu, Y., andLu, Z. (2012). Chinese high school students’ academic stress and depressive symptoms: gender and school climate as moderators. StressHealth 28, 340–346. doi:10.1002/smi.2418