MIZAN TEPI UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF SOCIOLOGY

Assessing Factors Affecting Academic Performance of Female Students: The Case of Mizan
Secondary School

A senior Essay Resear

MIZAN TEPI UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES
DEPARTMENT OF SOCIOLOGY

Acknowledgement
 First and for most, Glory to Almighty God who provided me the opportunities and strength to
pursue and successfully complete my study. Next, my deepest heart full gratitude goes to my
family who were played a major role in providing all rounded moral and financial support.

I also would like to express my sincere and deepest gratitude to my advisor Mr. Tadele workineh
(MA) for his relentless efforts in providing me invaluable advices, constructive suggestion and
critical comments through the course of writing in this senior essay.

Though words can never express how much I am grateful, this is just to say that, I am indeed
very thankful to Tigist Fetene for her financial and moral support from the beginning of the
study. Also my heartfelt thanks forwarded to some of my friends who have the contribution
towards the success of my research.

Finally, I would like to express my especial thanks to the students and teachers who were at
Mizan secondary high school for their cooperation and supply necessarily data for my essay
paper.

Abstract

This study focused on assessing factors affecting academic performance of female student’s the
case of Mizan secondary school, Mizan-Aman town, bench Maji zone. It assumed that the
individual and combined results of , socio-economic, socio-cultural, psychological and school
factors on academic performance of secondary level female students in Mizan high school. The
study employed mixed methods used qualitative and quantitative approach. For the study 40
female students were purposively selected. As research tool questioner key informant interview
and FGD are used. the data were analyzed through descriptive methods. The results indicated
that the academic performance of female students was determined by a variety of factors.
Presence of female role models; household work responsibilities, self-esteem of the students had
a significant impact on female students academic performance of female students. Therefore,
policy should deal with academic performance of female students and combating cultural,
economic, psychological and institutional factors. In general, creating awareness through
training on the gender division of labor and the benefit of girls education for all concerned
bodies. creating a mechanism through which girl students develop self-esteem and acquire role
model females; Furthermore, arranging special tutorial classes for female students on regular
bases for all subjects

Acronyms

• FGD: Focus Group Discussions

• MoE: Ministry of Education

• UN: United Nations

• UNESCO: United Nations Education, Scientific, and Cultural Organization

• SNNPR: South Nations Nationalities and Peoples Region

Table of Content

Contents page

• Chapter One: Introduction ………………………………………………....….……….1

• Background of the study……………………………………………………....…...….2

• Statement of the problem……………………………………………………......…….3

 • Objective of study……………………………………………..……………......…….3

• General objective…………………………………………………….......……4

• Specific objectives……………………………………………………....…….4

• Significance of the study………………………………………………………......….4

• Limitation of the study………………………………………………………….....…5

• Scope/delimitation/ of the study………………………………………………...…….6

• Conceptual and operational definition……………………………………….....……6

1.7.1 Conceptual definition……………………………………………………......….6

1.7.2 Operational definition…………………………………………………....……..6

2 Chapter Two: Review related Literatures………………………………………….....…..6

2.1 Definition of academic achievement………………………………………………....……..6

2.2 Definition of academic performance………………………………………………....……..7

2.3 Education, Gender and development…………………………………………………..……...7

2.4 Factors affecting academic performance of female students ……………………….....…….7

2.4.1 Family related factors……………………………………………………………….8

2.4.2 Socio-economic factors……………………………………………………......…….8

2.4.3 Cultural factors……………………………………………………………...……….9

2.4.4 Psychological factors………………………………………………………......……10

2.4.5 Institutional factors…………………………………………………..........................?

2.5 Sociological theories on education…………………………………………………………..10

2.5.1Functionalist perspective……………………………………….........……………..10

2.5.2 Conflict perspective………………………………………………………………….11

2.5.3 Symbolic interactions perspective…………………………………......……………11.

3 Chapter Three: Research methods………………………….........………………………….12

3.1 Description of the study area ………………………………………………………………..12

3.2 Research approach and research design………………………………………..…………….12

3.3 Source of data…………………………………………………………………….....……….12

3.3.1primary source of data…………………………………………………….........……..12

3.3.2 Secondary source of data……………………………………………………........……12

3.4 Sampling technique and sampling size……………………………………………..………..13

3.5 Methods of data collection…………………………………………………………...………13

3.5.1survey…………………………………………………………………..………………..13

3.5.2 Key informant interview………………………………………………….......…………13

3.5.3 Focus group discussion…………………………………………………..........………..13

3.6 Methods of data analysis ………………………………………………..………......……….14

3.6.1 Qualitative method of data analysis…………………………………………....………14

3.6.2 Quantitative method of data analysis ………………………………………........…...14

3.7 Ethical consideration………………………………………………………………........……15

Chapter Four: RESULTS, INTERPRETATION AND

DISCUSSION……………………………..

4.1 socio-demographic characteristics of the respondents…………………………………….

4.2socio-economic response of respondents………………………………………………….

4.3 socio –cultural response of

respondents……………………………………………………………………………………

4.4psychological response of
respondents……………………………………………………………………
Chapter Five: Conclusion and recommendation…………………………………

5.1Conclusion……………………………………………………………………………………..

5.2Recommendation……………………………………………………………………….

Reference

Appendixes………………………………………………………….

Chapter One: Introduction

• Back Ground of the study

In the world, especially in developing countries, millions of people cannot read and write and
millions of school aged children were not in school. Two third of these girls cannot read and
write (Martilee, 1995).

Education has been used as a vehicle for national economic development as well as for
individual advancement the evidence from third World countries shows a close link between
women education and social and economic development between sizes of education gender gap
national development (King, 2000).

Education is the basic indicator showing the status of a society it expand women's opportunity,
enhances their capacity and developed their full potential , contributes to more equal gender
relations and ultimately enables women to benefit from development intervention (Akensina,
2008).

The education of women improves their living standards, reduce population growth and child
mortality. Furthermore , it enables them to use their voice more effectively and decision making
both at home in family as well as in public the more educated person is, it would be legible for
acquiring leadership positions, as women are educated , they would be capable for making
decision influencing others , create ideas and managing situations while this leads, traditionally
management has been dominated by men(Emebet, 2003).

IN most of sub-Saharan Africa and South Africa, the heavy work burden of women may force
them to keep their daughters at home to help with case of young’s sibling, time consuming tasks
on the work, especially in the farm and such house hold chores and cleaning, looking and
collecting fuel(World Bank, 1990).

Education represents the major source of human capital development which constitutes an
underling base up on over all social economical progress (Sexton, 2000).

A sizable research has consistently shown that students’ academic achievement is influenced by
family background characteristics such as parents’ level of education, parents’ occupation and
income, attitudes towards education, extent of guidance and counseling (Demir, 2009).

In rural areas, the educations of females is not So much value as compares to the male children’s
as result’s boys are sent to school at expense of girls prevalence factors such as out us older
cultural practices, ignorance, legal restriction, family costs, socio-cultural barriers, early
marriage, gender biases in classroom practices, inaccessibility of school, culture perception of
body’s superior ability, poor performance of girls on an examination, teenage pregnancies, lack
of parental support and many others are affects( constrains) of females education (Kasamte,
1995).

The quality students’ performance remains at top priority for educators. It is meant for
making a difference locally, regionally, nationally and globally Educators, trainers, and
researchers have long been interested in exploring variables contributing effectively for quality
of performance of learners. These variables are inside and outside school that affect students’
quality of academic achievement. These factors may be termed as student factors, family factors,
school factors and peer factors (Crosnoe, etal, 2004).

Thus, this study was focus on assessing factors affecting academic performance of female
students in Mizan secondary school

1.2 Statement of the problem

In much of the world, people are little attention to the education of girls and huge gaps persist
between girls and boys academic performance in education Countries and individuals wit out
access to skills and knowledge provided by education will be left out from benefit from the
socio-economic progress that world make (Hanushek, 2003).

Educational deprivation extends it roots with those individual who are perusing their education
the deprivation includes economic, social, cultural and the like these problems have a negative
impacts on school performance of with females are vulnerable than males.(J.A, Luque, 2003).

Educational deprivation is becoming a very serious social problem in developing countries, in

sub-Saharan countries (Hanushek, 2003).

The culture and tradition of the society at large, the domestic practice of the country the
economic development and levels of specific area and the availability of resource tend to affects
or determine the aims objectives achievements, priorities and strategies of education and training
(Matilee, 1955).

Education is at the center of rural development and it is an instrument for reducing poverty,
improving the living condition of rural people, and building a food secure world (Amare, etal.,
1998).

Education is a basic human right by itself. In spite of this, children’s access to

Education in the rural areas of Ethiopia is still much lower than in urban areas, adult

Illiteracy is much higher and the quality of education is very poor (Emebet, 2001).

The previous studies for instance (Yeshemebet,etal. 2000) in bahrdar university based on
academic performance of female students conducts without include recommended and without
include sociological theories on education and the studies are conducted in the northern part of
Ethiopia and the other studies was conducted by (yonas, 2004) in Somali region regarding to
female academic performance without include sociological perspective on education in 2004 .

But the current studies to fill the gap in 2010 EC by conducting research in Mizan secondary
school on the academic performance of female students in southwestern part of Ethiopia by
include recommendation and sociological theories on education .The previous studies was
conducted in university and preparatory school but the current studies are conducted in
secondary school to fill the gap regarding to factors affecting academic performance of female
students: the case of Mizan secondary school.

1.3 Objective of the study

1.3.1 General objective of the study

The general objective of the study is assessing factors affecting academic performance of female
students: The case Mizan secondary School, Mizan -Aman town, bechi maji zone.

1. 3.2 Specific Objectives

• To investigate the economic factors which affect the attribution of female students
educational achievements in Mizan Secondary School.

• To identify the cultural factors which affect the female academic performance in mizan
secondary school.

• To identify psychological factors which affect female students academic performance in

Mizan secondary school

1.4 Significance of the study

The study will have different significance like to identify the different factors that affecting
academic performance of female students in Mizan secondary school and to increase academic
performance of female student by designing project include female participation and also
research will be used us reference material for the factors affecting academic performance of
female students.

1.5 Limitation of the study

Some difficulties was faced this study include; shortage of time and cost which inturn affect the
idea of taking a representative sample would be a major challenge. Beside, the sample
respondents were unwilling to provide important data for the successful accomplishment of this
study.

1.6 Scope of the study

The study was delimited to assessing factors affecting academic performance of female students
on South ,Nations ,Nationalities and people (SNNP)southwestern part of Ethiopia Bench maji
zone Mizan Aman town particularly Mizan secondary school.

1.7 Conceptual and operational definition

1.7.1 Conceptual definitions

• Education:- The wealth of knowledge acquired by an individual after studying particular
subject matters or experiencing life lesson life that provide an understanding of
something.

• Academic performance: - The term used for students based on how will they are doing
in their students and classes.

• Academic participation: - The process which students are consulted about or have the
opportunity to become involved in an education

• Gender equality: refers to the equal rights, responsibilities and opportunities of men and
women.

• Gender disparities: the difference between male and female based on socially,
culturally, economically, politically and religiously.

• Secondary school: the grade that contain from grade ninth (9th) up to tenth (10th).

1.7.2 Operational definition

Concept Variable Indicator Level of

 measurement
Demographic Age The age of the respondent Interval
factors Residence The respondent of Nominal
residence(rural vs. urban)
Marital status The marriage status of the Nominal
respondent(married vs.
unmarried)
Economic factors Income Monthly income from all Interval
sources
Source: own construct, 2018

Chapter Two: Literature Review

2.1 Definition: academic achievement

Academic achievement is defined as performance on task measure with comprenesion,quality

and accuracy of answer of test, quality and accuracy of problem solving frequency and quality of
desired outcome ,time or rate solution, time on task, level of reasoning and critical thinking
creativity, recall an reiteration and transfer of task(Cary etal,2008).

Academic achievements indicate a thriving performance in specific subject matter. It can be

represented by grade, marks and score of descriptive nature (Hawis, 1982).

2.2 Definition of academic performance

Academic performance is the percent of enrolled students completing educational level on task
with measures including comprehension, quality and accuracy of problem solving, frequency and
quantity of desired outcome and rate to solution time on task ,level reasoning and critical
thinking creativity ,recall and retention and transfer of task (Robinson, 1993) .
2.2Education, Gender and Development

Education is universally recognized as playing a key role in sustainable social and economic
development. Regardless of the ideology underlying approaches to development, education is
always cited as a priority area for attention and the investment of resources. The benefits of
education are by now well established. Education improves the quality of life. It promotes health,
expands access to paid employment, increases productivity in market and non-market work, and
facilitates social and political participation( UNESCO , 2003).

Educating women is one of the most important steps in promoting economic growth and
development. The education of women is particularly important given their reproductive role as
homemakers and care-givers of children; educated women have smaller families, fewer of their
children die in infancy, and the children who survive are healthier and better educated. Moreover,
educated women are better prepared to enter the paid labor force, which is critical to the welfare
of the many female-headed households in developing countries (Muntemba, 2007).

Gender inequalities exist in the education sector. Current research on gender and education
carried out internationally indicates that education, in its many facets of literacy, classroom
interaction, curriculum, enrollment, attendance and achievement patterns, and teacher training,
plays a significant role in perpetuating gender inequalities (King, 1993).

2.4 Factors affecting academic performance of female student

Rothstein (2000) argues that; learning is not only a product of formal schooling but also of
communities, families and peers. Socio-economic and socio-cultural forces can affect learning
and thus school achievement. A great deal of research on the determinants of and school-related
school achievement has centered on the relative effects of home-related factors. As suggested in
most research findings family background is an important determinant of school outcomes,
whereas school characteristics have minimal effects (Heinemann and Loxley, 1983).

Others argued that in various studies they indicated both home and school environments have a
strong influence on performance of students (Griffith, 1999). The next part deals with the most
important factors that affect female students‟ academic performance and achievements. i.e.
Family related factors, Psychological factors, and Socio-Economic and School factors.

2.4.1Family Related Factors

Robinson (1993) and Engin-Demir (2009) argued that sizable research has consistently shown
that students‟ academic achievement has influenced by background of family characteristics
such as socio-economic status of parents, level of education, occupation and income.

Schiller (2002) also argued that regardless of national context, parents who have more educated
appear better able to provide their children with the academic and social support important for
educational success when compared to parents with less educated.

In words poverty, low level of parental education, parental and neighborhood negative attitude
towards schooling in general, children among from disadvantaged background have significantly
poor academic achievement (Currie, 1995).

Whereas children with high level of parental education have greater access to a wide variety of
economic and social resources (family structure, home environment, parent-child interaction)
that can be drawn upon to help their children succeed in school (Coleman, 2006).

Higher family income is associated with higher students‟ achievement (Hanushek, 1992).

School-related factors have been found to be more significant than out of – school factors in
explaining achievement variance in developing countries (Robinson, 1993; Sukon and Jawahir,
2005).

2.4.2 Socio –economic factors affecting Female Students’ Academic Performances

The family’s socio-economic status influences the daughter’s educational performance the
financial and moral status support provided to girls for schooling is limited as compared to boys
(Mekonnen, 2011). Many poorer households depend considerably on the labor of their children
especially girls in order to supplement household income either directly on the farm or in the
market place or indirectly by undertaking household tasks (Kasente, 2003).

Poverty and unwillingness to bear the educational cost of books, uniforms and other expenses
have contributed to lower participation of girls in education. Hence, educational costs such as
fees, uniforms, and books are also often deterring parents from educating girls. In the same way,
one of the disadvantages of the Ethiopian girls face in education is due to the low income of their
families (Tassew, 2006).

Gender difference enter in when, for instance, parents are more reluctant to send their girls to
school with proper clothing, or parents‟ concern for the physical and moral safety of young
daughters in some cultures defect requiring long travel daily or residence away from home
(King, 1990).

2.4.3 Cultural factors affecting Female Students’ Academic Performances

Socio-cultural beliefs, customs and practice girls expectation and other traditions play significant
role in the educational performance of women by affecting their school attendance and even
leading to drop out and repetition (MOE, 2004)

The amount of time female spends on domestic chores and their activities also reduce their time
and energy they spend in school affecting their success (Seyum , 1986).

The learning environment distance to school, teachers attitude towards female students teaching
practice, gender bias in the curriculum and class room culture also contribute either facilitating
or hindering the academic performance of female students (King ,1993) .

Negative attitudes of the population to education and particularly to female education considered
as core social values. Such attitudes tend to vary with the parents education backgrounds, among
others factor (Denis, 1984).

At the early age girls are taught to be quiet slay and most important obedient, hence there in
ability to express themselves and interact with teachers and students face difficulties in adapting,
the environment they learning in which at the end cases poor academic performance (Denis,
1984). Women spend more time for house hold under this circumstance; it is the girls to share
burdens of their mothers by spending time on the chores in studies (Liglitin, 1976).

2.4.4 Psychological factors affecting Female Students’ Academic Performances

Students‟ characteristics refers to student well-being, perception of the school environment,

motivation, involvement in scholastic and co-curricular activities and efforts of students,
perception of students on parental support and involvement, and locus of control in all areas have
significant effects on students academic achievement (Demir,2009)

Most students in secondary schools are in the age range of 15 to 21 years. Psychologists called
this period “adolescence age” as a higher complex transitional period from childhood to maturity.
During adolescence period students manifest broader and sophisticated interests, many personal,
social and emotional problems which arise from home, boy-girl problems, difficulties with
students etc. Since adolescents in secondary school are subjected to complex “life difficulties”
the situation causes poor performance on the part of the student (UNESCO, 1987).

Engin-Demir (2009) stated that there are four areas of well-being dimensional phenomenon of
students conceptualized as school condition, social relationships, and means for self-fulfillment
and health status, which affects both their behavior and their examination results in school. In
schools, students‟ well-being depends upon other factors including their opinions on rules and
regulations of school and relations with their teachers and schoolmates. In addition, scholastic
activities and individual efforts are important for academic achievements. Regardless of
intelligence, students spent more time on doing assignments; project works, home works and
class works are very important activities to improve their grades. Students‟ amount of time
invested on homework and other related activities have also found to be strongly related to a
student’s motivation to achieve. Their positive feelings with achievement have positive effect on
actual academic achievement. In addition, school attendance has highly correlation with
individual academic achievement. Students‟ academic achievement motivation is influenced by
the students‟ perception of parental support and involvement. If students‟ perception is positive
on their parents support and involvement, they will achieve well (Grolnick and Slowiaczek,
1994; Wang and Wildman, 1995).

2.5.4. Institutional Factors

According to Oxfam (2005:1) and Adetunde and Akesina (2008:338), political commitment is
important factor for promoting girls‟ schooling. Governments are unwilling or unable to change
their policies and priorities to achieve equal access to education for girls and boys, as expected in
the third Millennium Development Goal. Glick (2008:1624) considers two basic types of policies
(“gender-neutral” and “gender-targeted”). This author conducted econometric analysis of
schooling demand by administering survey. “Gender-neutral” policies do not target girls based
on schooling returns and costs in relation to boys. “Gender-targeted” policies attempt to alter the
costs and benefits of girls‟ schooling in relation to boys‟. This indicates that political
commitment affects female participation in education. Among the political-institutional factors
the commitment to the “Educational for all” policy, fiscal crises and inadequate public
supports, limited effect of women in development, political instability, attitudes towards female
education, employment perspectives of girls, relevance of the curriculum to life conditions and
the lack of female role models (Teshome, 2003). School constraints including the educational
environment (availability of class-room, learning materials and facilities), distance to school,
teachers attitude and teaching practices, gender bias in curricula, and classroom culture such as
harassment, teasing etc (Teshome, 2003).

2.5 Sociological theories on education of Female

The three major theoretical perspectives on education (functionalism, conflict theory, and
symbolic interaction theory) each have different views on education.

2.5.1 Functionalist Perspective

The functionalist perspective stresses the functions that education serves in fulfilling a society’s
various needs. Durkheim (the founder of functionalist theory) Function of education is classified
into two first see educations in its manifest role and second latent role of education (Madiha, et
al., 2014).

The manifest role of education is conveying basic knowledge and skills to the next generation.
Education provides occupational training, especially in industrialized societies. Social and
cultural innovation is another function of education. Our scientists cannot make important
scientific discoveries and our artist and thinkers cannot come up with great works of art, poetry,
and prose unless they have first been educated in the many subjects they need to know for their
chosen path. It serve as also social placement beginning in grade school, students are identified
by teachers and other school officials either as bright and motivated or as less bright and even
educationally challenged. Depending on how they are identified, children are taught at the level
that is thought to suit them best (Callender, 1997).

The latent role of education as one of socializing people into mainstream and prepares them for
life in society. This is not only done by teaching “book knowledge,” but also teaching the
society’s culture, including moral values, ethics, politics, religious beliefs, habits, and norms.The
third function that higher education serves, according to functionalist theorist, is social control,
or the regulation of deviant behavior. By requiring young people to attend school, college this
keeps them of the streets and out of trouble. Latent function include child care the establishment
of peer relationship and lowering unemployment by keeping high school students out of the full
time labor force problem in the educational institution harm the society because all these
function cannot be completely fulfilled (Ballantine, 1997).

Education serves several functions for the society. These include socialization, social integration,
social placement and social and cultural innovation.

We can say that education serves as a function of socialization, social integration and decreasing
unemployment rate. in our society there is patriarchal system (the dominance of male over
female)and this affect female academic performance because the society socialized female to
perform the service of caring children, bearing child and domestic work etc.this affect females
academic performance because female are does not attending education equally with male and
this affects the female highly because female are lack of information ,networking social service
and employment opportunities and this all factors are affecting academic performance of female
student.

2.5.2 Conflict perspective

Education promote social inequality through the use of tracking and standardizing testing the
impact of its hidden curriculum .School differ widely in their funding and learning condition and
this type of inequality lead to learning disparities that reinforce the social inequality(Ballantine,
1997).

Education promote social inequality .in our society female are subordinated and marginalized
from the society because of female are not getting equal opportunities because of the societies
norm,value,custum,belief and culture of female are under the control of male and this affects
female by female are not attending education opportunities rather female are work on the field of
domestic work and unpaid work this segregate female performance to uneducated or far from
education and affect female academic performance of self confidence and female self esteem and
under the control of male whatever in the place and inequality is create in any aspects in terms
of economic because of a means of production such as capital ,land or ever resource is under
male this create conflict between female and male because inequality is create in a society and
that affect female academic performance.

2.5.3Symbolic interaction

This perspective focus on social interaction in the class room, on the playground and other
school venues. Specific research find that social interaction in school affect the development of
gender role and that teacher expectation of pupils intellectual abilities affect how much pupils
learn .certain educational problem have their basis in social interaction and
expectation(Ballantine, 1997 ).

This perspective focus on the day today interaction in school the female student interact with
classmate ,the interact with male and female and play together in the class room and
interchanging information about what they have or what they exist in their own society. This
interaction is most of the time the female segregate from education opportunities even in the
class when the teaching we talk about the affects of female students academic performance in the
society before and this bring the decreasing the gender role or the expectation what expected
from the female as female in the society or what expect from the male as male because the
interaction between them are affecting them and women are lack of their own identities
regarding their own self and affected academic performance.

Chapter Three: Research methods

3.1 Description of the study area

The study was focus on bench magi zone, Mizan- Aman town ,Mizan secondary school which
established in 1971. Bench Maji zone is found in south natios,nationalities and people region
(SNNP)south western in Ethiopia .It found at distance of about 561km from Addis Ababa and
842km from the regional capital of Hawassa .It bordered with keffa zone in the north,debub omo
in the northeast ,sheka zone in the southwest, as well as gambela regional state and republic
south Sudan in the south.

Mizan secondary school is found in Bench Maji zone. It bordered with Gacheb Kebele in the
south, St.merry church in the north,Garikn Kebele in the west as well as Mizan Aman prison
institution in the east. In Mizan secondary school there are 2164 students and 104 teachers.

3.2 Research approach and research design

 The research was used mixed method in order to verify the use by both qualitative and
quantitative research method. The reason why the researcher selected both quantitative and
qualitative at same time during the study and interpreted the information in the interpretation of
the overall finding, was to make data reliable and valid mixed method was used.

The study was use cross-sectional research design which was assessing factors affecting
academic performance of female students.

3.3 Source of data

3.3.1 Primary data

The research was employed primary source of data which was gathered through direct
communication with respondents, key informants and interviewing interviewees by asked
individual and group concerned the issue through direct communication with persons.

3.3.2Secondary source of data

Secondary data collected through reviewing documents, book, reports and unpublished materials
like thesis and senior essay.

3.4Sampling technique and sampling size

The study was conducted on assessing factors affecting academic performance of female
students the case Mizan secondary school. In this study the researcher was used non -probability
sampling particularly the purposive sampling techniques .why the reason that the researcher used
this techniques is ,the purposive (representative) sampling technique is used to gather or collect
relevant information directly from Respondents the study area. Not only this ,but also there is
another reason why the researcher was employed the purposive sampling techniques .In the study
conducted there were limitation of time , resources and financial constraints to include all female
students.

Mizan secondary school total number of female students are 1025 from that 447 female students
are grade 9 and 578 female students are grade 10.the researcher purposively select 40 female
students from grade 10 Mizan secondary school. the reason why the researcher select grade 10
female students is they are more experienced and its allow the researcher to evaluate their grade
9 achievement and due to financial and time constrain to include all female students in Mizan
Secondary school.

3.5 Methods of data collection

In this study the researcher was used both qualitative and quantitative type of data collection
methods. The study used quantitative data collection to gather information in the form of closed
ended and open ended questionnaire and qualitative method data collection through focus group
discussion and key informant interview.

The study was used both qualitative and quantitative instrument such as survey, interview (key
informant, FGD)

3.5.1 Survey

This study used survey method and with this reason questionnaire was an instrument of the data
collection. The questionnaire was prepared for 40 grade10 female students in Mizan secondary
school.

3.5.2 Key informant interview

Key informant interview is a data collection instruments that gather relevant information from
the school directors and teacher. The respondents select based on academic knowledge,
experience and ability. The researchers selected from high school official used for key informant
interview, school director and teachers from grade nine and grade ten, totally 4 teachers was
selected.

3.5.3 Focus Group Discussion (FGD)

Focus group discussion it is a data collection instruments that full and perfect information about
the title by using prepare focus group discussion questionably using the respondents in to one,
then gather good information from the respondents. Focus group discussion researcher selected 9
students in order to obtain rich and also to produce relevant information regarding factors
affecting academic performance of female students in Mizan secondary school.

3.6Methods of data analysis

The study was used both quantitative and qualitative method of data analysis. From quantitative
researcher used descriptive methods through table, frequency and percentage. The data collected
by interview is also analysis through qualitative methods like describing in words and statement.

3.6.1 Qualitative Data Analysis

The data was obtain by open ended questionnaire from respondent and focus group discussion
and key informant interview to analysis by using thematic analysis and in words .

3.6.2 Quantitative Data Analysis

The data was obtained from the respondents through close ended questionnaire was analysis by
using descriptive statistics such as, in the form of table, percentage and frequency.

3.7 Ethical consideration

The researcher got a legal letter from department of sociology. To conduct this study the
researcher applied various ethical considerations. Among thus are: respecting respondents’ right,
the privacy of the respondents as well as the confidentiality of their response were prioritized by
the researcher

Chapter Four: Result and Discussion

This chapter is organized according to the specific objectives of the study. Thus, it presents
Socio-demographic characteristics of the respondents, socio-economic and psychological factors
affecting female students’ academic performance in secondary education in Mizan secondary
school.

4.1 socio-demographic characteristics of the respondents

The socio-demographic characteristics of the respondents which were included under this
specific sub-title are age, marital status, religion and places of residence are presented as follows.

Table 4.1.Age distribution of the respondents

Number Age Frequency Percentage (%)

1 15-16 19 47.5%
2 17-18 13 32.5%
3 19-20 4 10%
4 above 20 3 7.5%
Total 40 100%
Source: Own survey, 2018

Concerning the age of the respondents as show table 4.1.1 all of them high number of students
concerning the age above 15 years. From thus 47.5% of the respondents ages are between 15 and
16, 32.5% of the respondents age were between 17 and 18, 10% of the respondents age were
between 19 and 20 and 7.5%) of the respondents age are above 20.As we understand the above
table as the age of the respondent increase the academic performance of female student in
secondary school decrease. Because of as the age increase is the attention of female is diverted to
different aspects in addition of education study the female also participated in economic and
social aspects this affect the academic performance because the female students is not give a
primary priority for her study.

Table 4.2 Marital status of the Respondents

marital status frequency percentage

never married 34 85%
Married 3 7.5%
Separated 1 2.5%
Divorced 2 5%
 total 40 100%
Source: Own survey, 2018

The above table 4.2 indicates that, out of 40 respondents, (85%) were never married, 7.5% were
married, 5% were divorced and 2.5% were separated. the high numbers of the respondent were
never married. Even though there are some female students were engaged for marriage before
completing their education. This practice was one of the reasons for low participation and
performance of females in secondary school. Because those who engaged in this marriage are
participated in different role, like productive role, reproductive role, productive role and
community role as a result of this the female participated in highly in domestic role than engaged
education this is highly affect the academic performance of female students, because she
engaged much of time in other work than study.

Table 4.3 Religious background of the Respondents

Religion Frequency Percentage (%)

orthodox Christianity 12 30%
protestant Christianity 14 35%
catholic Christianity 6 15%
Muslim 8 20%
Other - -
Total 40 100%
Source: Own survey, 2018

As the above table indicates that out of 40 respondents, 35% were protestant, 30% were
orthodox, 20%were Muslim and 15% were catholic. The above data on the religious type shows
that most of respondents were protestant follower. The religious background of the respondents
was negative impact on female academic performance because the religious doctrine were teach
female and male differently. Because of this the female are doing or living according to the
societal norms but this societal norms inferior females because of this religious socialization
female were performed but this affect academic performance of female students because she
cannot express our ability in front of others.

Table 4.4 Residence of the Respondents

Number Residence Frequency Percentage (%)

1 Urban 17 42.5%
2 Rural 23 57.5%
 Total 40 100%
Source: Own survey, 2018

The above table4.1.4 indicates that out of 40 respondents, 57.5% the place of residence were
rural while 42.5% of the respondent’s residence was urban. The majority of the respondent were
live in rural area this affect the academic performance of female students because of she /her
traveling far distance to attending school because of the increase of rent house in urban. This
affect the academic performance because those female who live in rural area affected by different
health problem and also no time to study because the life style of rural area is different from
urban area. In rural area female is highly engaged in home works because of because of this rural
female students are dropped from her study because of this the residence affect the academic
performance.

4.2 Socio-economic Factors affecting academic performance of female students

Table4.2.1 response of Respondent regarding to having parent

Item Option Frequency Percentage

do you have parent Yes 34 85%
No 6 15%
Total 40 100%
Source: Own survey, 2018

The above table 4.2.1 indicates that out of 40 female students respondent 85%respondents have
parent while 15% of respondents have not parent. Those female students who have no parents are
not highly engaged in education because parents are the back bone for there children’s but those
who have not this parents is not gained this benefits because of this the female students are not
mostly engaged in education and also those who engaged in education are not active
performance in education because they have not gained necessary material in order to good
performed like book and financial support in order to learn.

Table 4.2.2 respondent’s response regarding to reference material (reference book)

Number Item Option Frequency percentage%

do you have necessary Yes 21 52.5%
1 material(reference book) No 19 47.5%
Total 40 100%
my father 16 40
 my mother 10 25
2 who provide those material my brother 7 17.5
my sister 4 10
my husband 3 7.5
Total 40 100%
Source: Own survey, 2018

The above table 4.2.2 indicates that 21 (52.5%) of the respondents witnessed that they had
necessarily reference materials like books, and 19(47.5%)) of the respondents replayed that they
have no necessarily reference materials such as books. The absence or lack of materials hence
can be taken as factors contributing to low the academic performance of female students and
leads to low level of educational involvement or performance of female students.They majority
of the respondents have necessary material that used for teaching learning process like reference
book those material are full filled by our parents according to our respondents response.

Table 4.2.3 respondent’s response regarding to source of income

Item Option Frequency percentage%

Do you have your own Yes 8 20%
income? No 32 80%
Total 40 100%
Source: Own survey, 2018

The above table4.2.4 indicates that 80% of the respondents have not their own income while
20% of the respondents have their own income. So the above data unveils that the majority of
respondents have not their own income. As the qualitative data that collected during at Focus
group discussion some informant say yes for the researcher asked do you have your own income
the majority are worked like trade, worked in shopkeeper, and participated on different
construction in Mizan Aman town on Saturday and Sunday side by side with our studying in
order to leads my life properly. Another job on education is the major factors affect the academic
performance female students and leads to low level of academic performance of female students.

4.3. Socio-cultural factors Affecting female students’ educational performance

Table 4.3.1 respondent’s response related to worship

Number Item Option Frequency percentage%

Protestant 14 35%
 Orthodox 12 30%
1 Worship Muslim 8 20%
Catholic 6 10%
Total 40 100%
How often usually Always 8 20%
attend religious per day 4 10%
2 service? per week 22 55%
Per month 4 10%
per year 2 5%
Total 40 100%
religious participation Option Frequency percentage%
have impact on your Yes 8 20%
3 academic No 32 80%
performance Total 40 100%
4 your religion can Option Frequency percentage%
support academic Yes 39 97.5%
knowledge No 1 2.5%
Total 40 100%
Source: Own survey, 2018

The above table indicates that 35% of the respondents worship were protestant,30% of the
respondents worship were orthodox ,20% of the respondents worship were Muslim and 15%of
the respondents worship were catholic.Aoccrding to the response of respondents 55% of the
respondents attend the religious service per week, 20%of the respondents attend religious
services always,10% of the respondents attend religious services per month , 10% of the
respondents also attend religious services per day and 5% of the respondents attend religious
services per year. 97.5% of the respondents says our religion participation have no impact on
academic performance while 2.5% of the respondents says our religion participation have an
impact on academic performance.

As the qualitative data that collected during at Focus group discussion some participants have
criticized the religious facts observed towards girls: Religious doctrines and leaders prioritize
men for every possible opportunity by undermining women and telling them men are heads of
the households, this fact holds true in both Christian and Muslim doctrines. Hence, need to have
better opportunities to manage their households (female and children) in the future and therefore,
this fact is observed at home. Even while both male and female are studying at home, a parent
most likely calls girls for help in house hold chores rather than boys. Parents are not definitely
happy with occasions that urge girls spend much times out of their home for having library
access, practical sessions and the like and it is because parents are not confident with the societal
conditions that do not guarantee the wellbeing of girls. This conviction has got a great impact on
the female student’s academic performance.

And from the above table 97.5% of the respondents say our religion can support our academic
knowledge while 2.5%of the respondents says our religion cannot support our academic
knowledge. The respondents those who said our religion can support academic knowledge
because of religion are one essential part of socialization in our country including our zone bench
Maji zone Mizan Aman town, this institution teach me how to work hard in order to get
successful in our work including our daily life, teaching how to used property our time for done
our work, in order to be accountable and transparency for our classmate and how to lived with
our community to peacefully.

Table 4.3.2 respondent’s response regarding to asking question

Item Option frequency percentage%

Can you raise any question to your Yes 29 72.5
teacher in the class when things are No 11 27.5%
not clear to you? Total 40 100%
Source: Own survey, 2018

The above table 4.2.3 indicates that 72.5% of the respondent can ask question to our teacher in
the class when things are not clear while 27.5% of the respondent cannot ask any question to our
teacher in the class when things are not clear. So the above data unveils that the majority of
respondents raise any question to your teacher in the class when things are not clear to them.

As the qualitative data that collected during at Focus group discussion 22 years’ old informants
said “I cannot raise any question when things are clear to me because I fear what other think”
from this the researcher could understood that fear, lack of self confidence and self-esteem are
the major factors for female students academic participation when things are not clear with them
as a result most of females were passive in their academic performance.

4.4 psychological factors affecting academic performance of female students

The psychology of the girls at school plays a key role in their academic performance.
Accordingly to the finding students self-motivation relation with their teachers and class mates,
in ability to become well planned and organized, lack of self -confidence, lack of adequate effort
and carelessness are believed as the major factors affecting female academic performance.

Table 4.4.1respodents response related to psychological factors

Number Item Frequency percentage%

Option
1 Do you think that female yes 28 70%
students perform well in No 12 30%
education as compare to male Total 40 100%
counterpart?
Can you express your felling Frequency percentage%
2 freely with your classmate in the Option
class? yes 31 77.5%
No 9 22.5%
Total 40 100%
3 is there any guidance and Frequency percentage%
counseling Option
Service in your school? yes 12 30%
No 28 70%
Total 40 100%
Source: Own survey, 2018

The above table 4.4.1 indicates that 70% female respondent agreed that females were performing
well in education, but 30% of the respondent disagree about females performance that they were
not performing well in education as compare to male counterpart. According to the response of
respondents those who say No because female are mostly worked in home when compared to
male because of this the studying time of female student is very short as compare to male, even if
to doing home work it have not get time because of household works this affecting the academic
performance because of this female students are not equal performance with male counterpart in
education in our school.

Concerning the performance of female students, as the qualitative data that collected during at
key informant interview implies that “teachers are highly influence on female education”.
specially, poor knowledgeable teachers, were the teachers not ready to teach students for normal
class and tutorial class, lack of quality and commitment of teachers to support female students
are influence for female education achievement, lack of qualified and experience of teacher to
teach students, lack of clarity of teachers for presentation, those factors are affect female students
academic achievement. In generally, the educational manager says there are different factors that
affect female education. Such as, parental factors, religion factors, school related factors, under
those factors, availability of material for education, societal factors were traditional attitude
towards female student.

During Focus group discussion 20 years old informants say” there are different factors that
affect the academic performance of our education; those are modes of teaching, infrastructure,
technology, teachers qualification, facility of school such as reading room and availability of
reference materials”. These factors are hindering the academic performance of female students.
The respondents discuss about school, teachers and parental factors are affecting the academic
performance of female students. School factors were lack of materials, reading room, reading
books and school administration. But teachers factors based on knowledge qualification and
teachers are not provides to support female students based on tutorial and make up class, not
good relation with female students. Parental factors are great factors for female students because
parent’s wants to female students work at home like, fetch water and fire wood for the family,
making coffee and preparing food for whole family and rearing cattle in the field. And also their
economic status of parents were low compared to other parental society it affect female
education. Because it doesn't full fill the educational materials such as book, pen, cloth and
textbook are influence for female for female education.

From the above table 77.5% of the respondent express their felling freely with classmate in the
class while 22.5%of the respondents cannot express their felling freely. According to the
respondents those who say cannot express their idea freely because of the communities
socialization some females are not express our ideas freely because she are affected by socio –
cultural factors that guided female like norms, value ,customs and culture of the society guide
female and male differently then ,this mostly affect female. From the above table 30% of the
respondents say there is guidance and counseling Service in school while 70% say there is no
guidance and counseling Service in school.

Guidance and counseling is one of the techniques that builds the strength of female students,
according to the groups, and the advantage of this service is more supportive for female students
who join the school as a new comer.
Table 4.4.2 respondent’s response related to the attitude of female students (N=40)

S/ Item Option
N
Strongly Agree undecided Disagree Strongly
agree disagree

f % f % F % F % F %
1 I believe that female 8 20% 24 60% 1 2.5 6 15% 1 2.5%
students can perform %
better than their male
counterpart.
2 I believe that female 7 17.5% 22 5% 3 7.5 6 15% 2 5%
students need an %
affirmative action to
compete with male
students.
3 I believe that male 8 20% 21 52.5% 8 20% 2 5% 1 2.5%
and female students
have equal
performance in
education.
4 I believe that female 2 5% 4 10% 4 10% 1 40% 1 35%
students should spend 6 4
less time on study
than male counter
parts
5 I believe that 4 10% 5 12.5% 7 17.5 1 40% 8 20%
academic % 6
achievement of
female student is
lower than male
counter part

6 I believe that students 10 25% 16 40% 10 25% 2 5% 2 5%

 who have good %
aspiration toward
education perform
better in their
education
7 I believe availability 4 10% 21 52.5% 12 30% 2 5% 1 2.5%
of role model female
teacher encourages
female students
academic
performance.
8 I believe that 14 35% 12 30 7 17.5 4 10% 3 7.5%
education enable %
female to get late
marriage and have
fewer, healthy and
educated children.
Source: Own survey, 2018

The above table 4.4.2 indicate that 20% of the respondent were strongly agree on female students
can perform better than their male counterpart.,60% of the respondent were agree on female students can
perform better than their male counterpart., 2.5% of the respondent were undecided on female students can
perform better than their male counterpart., 15% of the respondent were disagree on female students can
perform better than their male counterpart , 2.5% of the respondents were strongly disagree on female
students can perform better than their male counterpart..

Therefore, the attitudes of female students towards education were favorable and encourage
females to perform well. 17.5% of the respondent were strongly agree on female students need
an affirmative action to compete with male students., 55% of the respondent were agree on
female students need an affirmative action to compete with male students., 7.5% of the
respondent were undecided on, female students need an affirmative action to compete with male
students. 15%of the respondent were disagree on female students need an affirmative action to
compete with male students., 5% of the respondents were strongly disagree on female students
need an affirmative action to compete with male students.. Therefore, the attitudes of female
students towards education were favorable. 20% of the respondent were strongly agree on male
and female students have equal performance in education.,52.5% of the respondent were agree
on male and female students have equal performance in education., 20% of the respondent were
undecided on male and female students have equal performance in education., 5% of the
respondent were disagree on male and female students have equal performance in education.,
2.5% of the respondents were strongly disagree on male and female students have equal
performance in education. Therefore, the attitudes of female students towards education were
favorable.

5% of the respondent were strongly agree on female students should spend less time on study
than male counter parts, 10% of the respondent were agree on female students should spend less
time on study than male counter parts, 10% of the respondent were undecided on female
students should spend less time on study than male counter parts, 40% of the respondent were
disagree on , female students should spend less time on study than male counter parts 35% of
the respondents were strongly disagree on female students should spend less time on study than
male counter parts. Therefore, the attitudes of female students towards education were favorable.
10% of the respondent were strongly agree on academic achievement of female student is lower
than male counterpart , 12.5% of the respondent were agree on academic achievement of female
student is lower than male counterpart,17.5% of the respondent were undecided on academic
achievement of female student is lower than male counterpart,40% of the respondent were
disagree on academic achievement of female student is lower than male counterpart, 20% of the
respondents were strongly disagree on academic achievement of female student is lower than
male counterpart. Therefore, the attitudes of female students towards education were favorable.
25% of the respondent were strongly agree on students who have good aspiration toward
education perform better in their education , 40% of the respondent were agree on students who
have good aspiration toward education perform better in their education ,25% of the respondent
were undecided on students who have good aspiration toward education perform better in their
education , 5% of the respondent were disagree on students who have good aspiration toward
education perform better in their education , 5% of the respondents were strongly disagree on
students who have good aspiration toward education perform better in their education.
Therefore, the attitudes of female students towards education were favorable.

10% of the respondent were strongly agree on availability of role model female teacher
encourages female students academic performance, 52.5% of the respondent were agree on
availability of role model female teacher encourages female students academic performance,
30% of the respondent were undecided on availability of role model female teacher encourages
female students academic performance, 5% of the respondent were disagree on availability of
role model female teacher encourages female students academic performance, 2.5% of the
respondents were strongly disagree on availability of role model female teacher encourages
female students academic performance. Therefore, the attitudes of female students towards
education were favorable.

35%) of the respondent were strongly agree on education enable female to get late marriage and
have fewer, healthy and educated children,30% of the respondent were agree on education enable
female to get late marriage and have fewer, healthy and educated children,17.5% of the
respondent were undecided on education enable female to get late marriage and have fewer,
healthy and educated children, 40% of the respondent were disagree on education enable female
to get late marriage and have fewer, healthy and educated children, 7.5% of the respondents were
strongly disagree on education enable female to get late marriage and have fewer, healthy and
educated children. Therefore, the attitudes of female students towards education were favorable.

Hence resarcher study finding were related to structural functionalist theory because structural
functionalist said that societies are organized and structured according to their socialization
process ,this affected the role of female and female differently because of the socialization of
female is subordinated or not active in their role or job, then my finding result similar with this
theory because the respondents or those female students in Mizan secondary school said that
during teaching learning process the female were not freely express their ideas because she did
fear what other think ,the burden of domestic work that decrease self confidence ,self esteem and
this all things comes from the societal norms that are socialized women but this affect academic
performance of female students.

Also my finding result similar with conflict theory, those society who are rich are benefited and
effective by any aspect because she used her according to her ability but according to this theory
the beneficiaries are male because females are undermine similarly with this those female who
have parent and rich and lived in urban area are benefited than those who have not. Because of
those who have the above are active in the academic performance because she gain necessary
material that are used for teaching learning process and those who have not are inactive.

Symbolic interactionst said that your day to day activity or interaction determined your life this
affect your living style in positive or negative way. But the response of the respondents were
similar with Symbolic interactionst function in positive way because the respondents said that
the academic performance is better than before because the females are interacting with the class
mate like male because of this the feeling ideas of females are than before in some extent this
come from the day to day activity or interaction of female with other.
 Chapter five: Conclusion and Recommendation

5.1 conclusions

The main objective of this study was to assess the factors affecting the academic performance of
female students Mizan secondary school .To assess the factors that affect the study population in
terms of economy, culturally, psychological and to improve academic performance of female
students.

The research has tried to identify characteristics, student’s characteristics and school
characteristics that are significantly affecting area in female student’s academic performance.
Family characteristics such as economic status of parents, level of education, occupation and
income are highly influential in female student’s academic performance, low status of such
things are the majority factors which affect the student’s academics. In addition, students
characteristics such as well-being of the students in the school, participation in school activities,
perception about familiar involvement and support could affect the students’ academic such as
the effect of school quality and supportive mechanism in the school as well as teachers
commitment to help female students by providing tutorial program and adequate number of role
model female teachers in teaching profession could affect the factors for their academic
performance. Among the assessed factors, strong distorted cultural beliefs, low level of family
involvement for female education and high illiteracy rate among their community, low family
income, low attitudes and awareness of females towards their education, early marriage, distance
from school, jobs besides of their education, lack of reference materials are the main factors that
affect the academic performance of female students in Mizan secondary school. In this area
culture, distance from the school, economy and educational background of the family are the
most influential factors which affect the academic performance of female students of the school
or our study population.

5.2 Recommendation

In the height of the findings mentioned, the following recommendation has been forwarded as
possible solution to the problem.

• Affirmative action should be taken by teachers and school administration to alleviate the
problem related with female students

• Tutorial class should be facilitated by the teachers for the female students.

• Female students club in the school should be established in order to increase awareness
and attitude of female students in their academic

• Government should be involved in female education and support in material, budget and
other training and promoting equality among their counter parts

• Government and non-governmental organization should be empowering female in the

area of economy, culture and different area.

• Parents should minimize loads on household works on their daughters.

• Parents need to be educated in return to provide welfare to their daughters to be educated

like their sons at educational level.

• Girls should make common front against the traditional and back ground attitude
forwarded to them until their equality is respected.

• Job classification should be reduced and girls should have time to study and stay in
school equally.

• School administrator and teachers should organize female students with male students in
group and work collaboratively on academic and other related areas.
 • Policy should deal with academic performance of female students and combating
cultural, economic, and psychological factors. In general, creating awareness through
training on the gender division of labor and the benefit of girls education for all
concerned bodies. Girls‟ education may require additional policy that reacts to the
demands on girls‟ time available for study. Creating institutions or mechanism that
reduces female’s household chores, and thus improves girls education.

• Creating a mechanism through which girl students can acquire female role model. For
example, through experience sharing and peer to peer experience, and introducing them
with those female who are successful in their education.

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Mizan-Tepi University
College of social science and humanities
Department of Sociology

Dear respondents

The main objective of this questionnaire is to collect information that will only be used to assess
factors affecting academic performance of female students: the case of Mizan secondary
school. Therefore I kindly request you to read the questions below carefully and choose only one
from the given alternatives. Your responses are very essential for the success for this study.
Thank you for your cooperation!

General instruction for the question

• You are not expect to write your name

• Put “X” mark for close –ended question and write your opinion for open-
ended question on the space provided.

• Dear respondent for the success of this research you are kindly request to fill
your genuine answer for the question.

PART: 1 Socio-demographic background of the respondents

1) Age: _________

2) Marital status: never married Married separated windowed divorced

3) Religion: Orthodox Muslim catholic protestant

if other, specify_________

4) Residence: Rural Urban

Part 2: Question related to economic factors

5) Do you have parent? Yes No

6) Do you have necessary material (reference book) whenever you learn?

Yes No

6.1) If your answer is yes for question number 6 how much material do you have? Please list
them
down:_________________________________________________________________________
______________________________________________________________________________
_____________

6.2) Who provide those material my father my mother my sister

my brother

7) Do you have your own income? Yes No

7.1) If your answer is yes for question 7 what are the source of income?
______________________________________________________________________________
__________________________________________________________________

Part 3 question related to socio-cultural factors

8) What is your worship? Orthodox Muslim catholic protestant

if other, specify_________

9) How often do usually attend religious service (church, mosques) always per
day per week per month per year
Never

10) Do you think that your religion participation have any impact on your academic
performance?

Yes No

10.1) If your answer is yes for question number 10 how?

______________________________________________________________________________
_________________________________________________________________

11) Do you think that your religion can support the academic knowledge?

Yes No

11.1) If your answer is yes for question number 11 how could tell?
______________________________________________________________________________
________________________________________________________________

12) Can you raise any question to your teacher in the class when things are not clear for you?

Yes No
 12.1) if your answer is no for question number 12 why reason?
______________________________________________________________________________
_______________________________________________________________

Part 4 question related to psychological factors

13) Do you think that female students are performing well in education as compare to male
counterpart?

Yes No

13.1) If your answer is no for question number 13what do you think about the reason?
______________________________________________________________________________
_______________________________________________________________

14) Can you express your felling freely with your classmate in the class?

Yes No

14.1) If your answer is no for question number 14 why?

______________________________________________________________________________
_______________________________________________________________

15) Is there any guidance and counseling service in your school?

Yes No

15.1) If your answer is yes for question number 15 what kind of service they provide to the
student?
______________________________________________________________________________
______________________________________________________________

Part 5 Likert scale item on attitude of female students toward female education

1) I believe that female students can perform better than their male counterpart.
5 4 3 2 1
Strongly agree Agree undecided Disagree Strongly disagree
2) I believe that female students need an affirmative action to compete with male students.
5 4 3 2 1
Strongly agree Agree undecided Disagree Strongly disagree
3)I believe that male and female students have equal performance in education.
 5 4 3 2 1
Strongly agree Agree undecided disagree strongly disagree
4) I believe that female students should spend less time on study than male counter parts
5 4 3 2 1
Strongly disagree Disagree undecided Agree Strongly agree
5) I believe that academic achievement of female student is lower than male counter part
5 4 3 2 1
Strongly disagree Disagree Undecided Agree Strongly agree
6) I believe that students who have good aspiration toward education perform better in their education
5 4 3 2 1
Strongly agree Agree Undecided Disagree strongly disagree
7) I believe availability of role model female teacher encourages female students academic performance.
5 4 3 2 1
Strongly agree Agree Undecided Disagree Strongly disagree
8) I believe that education enable female to get late marriage and have fewer, healthy and educated
children.
5 4 3 2 1
Strongly agree Agree Undecided Disagree strongly disagree

Interview Guidelines for key informant’s teacher and school directors

• How was the enrollment of female students as compared to the males in your school?
___________________________________________________________________

• How was the academic performance of female students as compared to males

counterparts?
___________________________________________________________________

• What factors affect the academic performance of female students in your school?
________________________________________________________________________

• Are female students treated equally as their male counterpart in your school?
 _______________________________________________________________

• Is there any special support program for female students in your school?
_________________________________________________________________

• If there is, how did it help female students to improve their academic performance?
________________________________________________________________

• What seems the attitude of female student towards their education?

___________________________________________________________________

• What solutions do you suggest to help female students improve their academic
performance?__________________________________________________________

FGD Guidelines for female students

1) What are the major factors that affect girls to perform as well as boys?

2) What are specific factors that affect girls inside and outside the school?
4) Do you have your income? List them

5) What are the major economic factors that contribute the poor performance of education?

6) Do you think that, your religion participation have any impact on your academic
performance? How?