THE SOICIO ECONOMIC DETERMINANTS OF WOMEN

EDUCATIONAL ACHIEVEMENT AT PREPARATORY SCHOOL (IN

CASE OF FITCHE TOWN)
BY: FEYISA BIKILA
ADVISOR: TOLESHI WAKJIRA (MSC)

A SENIOR ESSAY RESEARCH PROPOSAL SUBMITTED TO

ECONOMICS DEPARTMENT IN PARTIAL FULFILLMENT OF THE
REQUIRMENT FOR THE DEGREE OF BACHELOR ART IN
ECONOMICS.

SALALE UNIVERSITY
COLLEGE OF BUSINESS AND ECONOMICS
DEPARTMENT OF ECONOMICS

May, 2021
FITCHE; ETHIOPIA
Contents
CHAPTER ONE.................................................................................................................................3
1 INTRODUCTION...........................................................................................................................3
1.1 Back ground of the study..........................................................................................................3
1.2 Statement of The Problem........................................................................................................5
 1.3 Research Questions...................................................................................................................6
1.4 Objectives of The Study...........................................................................................................6
1.4.1 General Objective..............................................................................................................6
1.4.2 Specific Objectives............................................................................................................7
1.5 Significance of The Study.........................................................................................................7
1.6 Scope of The Study...................................................................................................................7
1.7 Organization of The Study........................................................................................................7
CHAPTER TWO................................................................................................................................9
2. Review Literature............................................................................................................................9
2.1 Theoretical Literature...............................................................................................................9
2.1.1 Definition of education......................................................................................................9
2.1.2 Importance of women education.......................................................................................9
2.1.3 Definition of tertiary education.......................................................................................10
2.1.4 Barriers that affect women education achievement social and cultural barriers............11
2.2 Empirical Literatures..............................................................................................................12
2.2.1 Empirical literature outside Ethiopia related to academic performance and achievement12
CHAPTER THREE...........................................................................................................................13
3. Research Methodology.................................................................................................................13
3.1 Description of Study Area......................................................................................................13
3.2 Type and Sources of Data.......................................................................................................14
3.2.1 Sampling technique and sample size determination.......................................................14
3.3 Method of Data Analysis........................................................................................................14
3.4 Model Specification................................................................................................................15
3.4.1 Descriptions of the variables...........................................................................................16
3.4Time and budget schedule.......................................................................................................18
3.4.1 Time schedule..................................................................................................................18
3.4.2 Budget break down..........................................................................................................18
Reference...........................................................................................................................................19
 CHAPTER ONE

1 INTRODUCTION
1.1 Back ground of the study
The evidence for third world countries shows a close link between women's education,
and social and economic development, and between the size of the education gender gap,
and national development. According to King (2011), education has a significant role for
national economic improvement in addition to for individual advancement. Elgin-Demir
(2015), stated education as it is a fundamental human right for all humans without
discriminating of their sex, race, and economic status. It also important for sustainable
economic development, peace, and stability of countries. The provision of education is
fundamental, and basic for human resource development. Education represents a major
form of human resource development. Human resource development constitutes an
underlying basis up on material development. It is a cornerstone for the nation’s fast
socio-economic development.
Educating females have many advantages. From these, to be benefits for girls, women's
themselves, administer the family, and the society in which they live (King and Hill
2012). The benefits of investing in human capital are especially pertinent for women in
developing countries. Where gender equity in education is often lagging behind without
education women, national endeavors can be less effective, and the efforts of women are
weaker, equal opportunity of education for both sex's is equally important. In a number of
developing countries, the participations of women in education is characterized by low
enrollment, and poor performance, Hertz(2015),King and Hill(2012),Adapa and
Heneveld(2009). The significant contribution of female education is expressed in terms of
economic, cultural and political aspect of a country. Obanya(2010) stated that, an
education for male is likely to become a more compete not and knowledgeable mother, a
more productive and better paid worker, an informed citizen, a self-confident individual
and a skilled decision maker. Geiger(2014) indicated that, the benefits of education relates
to more or less in all aspects of development. Education empowers them to participate in
the public and political life. The potential benefits of education are always present, but
female’s education often has stronger and more significant impact than male’s education
(King,2011).This does not mean that, education is unnecessary for males. One of the
Ethiopia's research effort pointed out that, girls have low level of school attainment, and
correspondingly low levels of literacy, political integration and economic productivity
(Segede, et.al,2014).In the universal declaration of human right(1948) Article 13,sub
(1and2), are the expansion of the education system by quality for all level shall be
actively pursued, and the teaching material for educating shall be contiguously improved.
Currently girl’s education is a critical development agenda since of its inherent value to
individual girls, and the benefits for its wider society. There are much attention to make
education accessible to girls. Women’s access to education has been recognized as a
fundamental right, and increasing their access is among the goal of most developing
countries. The benefits of educating women are manifold, ranking from improved
productivity, income and economic development on the national level to a better quality
of life, on the individual health, and better nourished population, and greater autonomy
among women. Moreover, educational status of women is concerned with demographic
behavior, affecting mortality, health, fertility and contraception (Jejeeb Hay, 2010).In
many countries, women are responsible for the welfare of their families, and they are
often the job career in the family. The education of girls and women leads to a better
quality of life. In general child spacing, lower infant mortality, improved nutrition and
hygiene are all results of education. Poverty, and ignorance, which usually go hand in
hand, are the main causes of ill health, and high mortality among the members of these
groups (UNECO, 2015). So, female education is an important tools or instruments for any
economic activity not only in preparatory, and also for elementary up to higher education
level.

1.2 Statement of The Problem

Women education refers to every form of education that aims at improving the knowledge
and skill of women. It includes general education at school and collages. In Ethiopia,
there is a problem of non-literacy of women. Large number of women are not literacy
because of different challenges that is economic, political and social factors that hinder
educations from economic factors low income level, higher economical dependent by
men and economic empowerment and social factors, social attitudes and some proverbs
are hinder women education "set wede majet wend wede chilot." Because of these types
of factors, the percentage of women education are lower than male education. These
barriers to girls enrollment retention and learning achievement. It includes social and
cultural barriers, psychological barriers, institutional barriers, barriers caused by family
circumstances and mental and physical barriers. There are different researchers who
investigate the women education achievement in preparatory schools. According to
Oxfam (2013), Detuned and Alesia (2012), suggested that women educations are vary in
different countries. From these suggestions, why do some countries succeed in promoting
gender parity and equality in education while other does not? The answer for the second
is that policy research should point constrains and should give attention to primary
schooling. The balance achieved in primary schooling may help as basis for research and
practice in secondary schooling. Why government are unwilling or unable to change their
polices and priorities to achieve equal access to education and justice system and civil
service reform, decentralization and empowerment and capacity building in public and
private sector(Meron,2016).Female education inequality at rural area is very poor
(Ember,2012).The participation and performance of girls in all primary, secondary and
Tertiary education level is lower than of boys. The gender disparity becomes wider as we
go up in the educational ladders (Odawa and Heneveld,2013).For example, Although both
male and female students of the secondary school have equal rights to education and
attend their classes regularly, the academic performance of the female student is low in
comparison with that of boys in the school on one hand and fail to meet the minimum
requirements set for promotion from one grade to another. It is believed that, several
factors are responsible to words this and (Mohammed, 2014). In addition, the enrollment
at urges Hassen Hirsi secondary school regular shows a gender disparity of the school.
For example, the preparatory level school enrollment for the year 2013/11 G.C of the
study area was 190(10female). Furthermore, the enrollment for the current year, showed
that out of the total 199(18female) preparatory level students, only 11.05% of them are
females in the study school. This revealed that there is gender disparity in schools on
promotion and repetition in the study area. In addition to this, so for, there is few
scientific studies has been under taken on women education achievement in the
preparatory schooling. However, this studies lack the main variable that affects the
women education achievement at preparatory school. Therefore, researcher intends to fill
this variable gap.

This study tries to fulfill the gap by including variable like: house arrangement, tutorial
class and participation in family work, toward female educational achievement in abdisa
aga and fitche preparatory school in fitche town. To this end, study will have its policy
implication toward the government and educational institution.

1.3 Research Questions

 What are average scores of female students in fitche preparatory school?
 What major socio-economic factors affect average score of female students in
fitche Town?
 What are policy implications towards factor that affect females educational
performance?

1.4 Objectives of The Study

1.4.1 General Objective
The general objective of this study is to identify the socio ecconomic determinants of
women educational achievement at preparatory in fitche Town.

1.4.2 Specific Objectives

 To calculate average scores of female students in fitche preparatory school
 To describe the gender disparity in participation and achievement in preparatory
schools of fitche Town.
  To identify major socio-economic challenges of women’s educational
achievement.
 To draw policy implications

1.5 Significance of The Study

Active participation of female in education sector plays significant rule in economic,
social, cultural and political aspects.
This study will have the following importance:
 For any graduation.
 For as literature doing by this title for policy implication.
 Those could be achieved by full participation of females in education sector in
particular and social and economic decision-making process in general.

1.6 Scope of The Study

The study will be cross sectional analysis to identify major factors which affect average
score of female students in preparatory level of in fitche Town. Although effects of
political and cultural variables can determine the educational performance of female
students. This study focus only on identifying the effects of some major psychological,
biological and socio-economic factors such as distance of location, family income, family
size, tutorial class, availability of material(library books in school),interest of women to
learn on the education performance of females in fitche preparatory school. The study
focuses on fitche town women education. Since the study considers average score.

1.7 Organization of The Study

The research will be organized by five chapters the first chapter consists of introduction,
statements of problem, objective of the study, significance, scope and limitation of the
study and organization of the study. The second chapter will deal with the literature
reviews, both theoretical and empirical literature reviews, the third chapter will deal with
design and methodology of the study. The fourth chapter deals with data analysis and the
finally fifth chapter consist conclusion and recommendations. This study consists both
primary and secondary source of data the primary data will be collected from the
respondents by using purposive sampling techniques or use of structured questionnaires.
 CHAPTER TWO

2. Review Literature
2.1 Theoretical Literature
2.1.1 Definition of education
Education is one of the most important factors that determine the development of
society or country due to different factors. However, both the quantity and quality of
graduate from higher education has become point of discussion now days. Education
services are often not tangible and are difficult measure because they result in the form of
knowledge, life skill and behavior modification of learners (Georgianna and Fissile,
2010). So, there is not commonly agreed up on definition of quality that is applied to
education field. The definition of quality of educational varies from culture to culture
(Michael 2013). The environmental and personal characteristics of learners play an
important role in their academic success. The school personal members of the families
and communities provide help and support to students for quality of their academic
performance. This social assistance has crucial role for the accomplishment of
performance goals of students at school. Besides the social structure, parent’s
involvements in their child’s education increase the rate of academic success of their child
(Michael 2011). Education is the process in which a deliberate and coordinate effort is
made to bring a permanent and positive behavioral change on the mind of student
(Wikipedia, 2015).

2.1.2 Importance of women education

Educating girls and women is as important for the world as a whole. When we consider
the entire human population, the percentage of educated women is at much lower level
than men. Women education refers to every form of education that aims at improving the
knowledge, and skill of women and girls. It includes general education at schools and
colleges, vocational and technical education at schools and colleges, vocational and
technical education, health education, etc.
Women education on compasses both literary and non-literary education. Educated
women are capable of bringing socio-economic changes. The constitution of almost all
democratic countries, including India guarantees equal rights to both men and women.

2.1.3 Definition of tertiary education

Tertiary education refers to any type of education pursued beyond the high school level.
This include diplomas, under graduate and graduate certificate and associates behaviors,
masters and doctoral degrees.
Defining tertiary education
Tertiary education, more commonly referred to as post-secondary education refers to
academic pursuit under taken after high school under graduate programs include any post-
secondary education that takes up to four years to complete including certificates,
diplomas and associates and behaviors degrees. Graduate programs typically require prior
completion of an undergraduate degree and include diploma, certificate, masters and
doctoral degree programs.
You can find tertiary education programs at vocational school, community colleges
technical school, professional school colleges and universities.
Important facts about tertiary education
Financial aid Available via your university, private organizations and the
federal and state government
Online availability Offered at the associate’s bachelors masters and doctoral
degree levels undergraduate and graduate certificate,
programs are also offered online.
Prerequisites A minimum GPA, requisite course work standardized test
score submission
Program goals Ascertain a master level of field knowledge perform
extensive research achieve professionalism

2.1.4 Barriers that affect women education achievement social and cultural barriers
Social and cultural beliefs, practices and attitudes often do not favor girls in their purist of
education to the same extent as boys. Discriminatory values and norms against girls and
women are deeply rooted in Ethiopia culture and society. A traditional of early marriages,
social norms and values that undermine the importance of educating girls on an equal
footing with boys, preferential treatment of the male child, perceived dubious benefits of
educating girls, the traditional view of girls as someone else property all conspire to limit
girl’s enrollment and school attendance.
Psychological barriers
Schools are not always friend to girls . They do not protect both girl's privacy and safety
and they do not meet cultural expectations. As girls become older having separate latrine
facilities in schools is essential most school in Ethiopia do not provide separate latrine
arrangements for girls. The studies also seem to suggest that where private toilet facilities
are not available at school, the majority of young girls, especially at the secondary level,
do not attend school during menstruation. Where toilet facilities are available, they must
be shared with hundreds of children. The absence of women teachers also makes schools
unsafe places. Parents do not feel safe sending their girls to male dominated
environments. They may be can concern that sending girls to school will expose them to
physical or sexual abuse from teachers or boys. Educating a young girl does carry heavy
risk in a male only school environment.
Institutional barriers
Families are asked to produce parent’s citizenships or children’s birth certificates at the
time of enrollment, documents many poor families do no possess. School admission must
take place during the first two weeks of the new academic calendar. The rigid school
hours (from 10am to 4pm) do not suit most families.
Barriers Caused by Family Circumstance
The studies have shown that younger children have a better chance of being in school
than older ones. Being the oldest in the family means taking additional responsibility to
support the family; this can lead to failure to enroll or to continue attending school. In
addition, often the absence of male members or adults in the family can be discouraging
to young children.
Socio – economic factors
Socio – economic status is the most commonly determined by combining parents’
educational status and income (Jaynes, 2002).
In most of the studies done on academic performance of students, it is not surprising that
socio economic status is one of the major factors studied while predicting academic
performance.
According to (Gratz, 1995) ones educational success depends very strongly on the socio-
economic status of the parents (coincidence and Zapala,2002) argue that families where
that parents are advanced socially, educationally and economically faster a high level of
achievement in their children.

2.2 Empirical Literatures

2.2.1 Empirical literature outside Ethiopia related to academic performance and
achievement
There are many factors that affect the academic performance of students. These include
(but not exhaustive): - students motivation and individual characteristics, social,
economic, cultural and community characteristics, family background, institutional
characteristics, gender and other demographic factors (Betts and Morell, 1999,
Carbonado, 2005, Diaz, 2003, Eatmon, 2005).

Tahir’s, and Nevis’s ,( 2006) examined that a negative correlation between the family pay
and students performance, socioeconomic variables like participation in the class, family
salary and teacher student ratio, existence of qualified teachers in schools, mothers and
fathers’ education, Distance of school and gender of students also influence the students’
performance (Ray Chau- Durie et. al ,2010).

Noble (2006), found that academic activities of students, perception of their adapting
strategies and background qualities (for example family pay, direction from parents,
number of negative circumstances in the house and parents’ level of education) were
indirectly connected to their compound scores, during academic achievement in
secondary school. The significant contribution of female education is expressed in terms
of economic, cultural and political aspects of a country (Obajana, 2005). Lack of
protective and preventive measure for female students was the most serious education
mostly affect institutional factors are affect the academic achievement of female students
is not available of teaching materials such as books modules, library etc. hinder them not
be educational efficient (Tesfaye,2004) at AA.

CHAPTER THREE

3. Research Methodology
This chapter outlines the research methods will follow in the study. It provides
information on the participants, that is the criteria for inclusion in the study, who the
participants, where and how they will sampled. The researcher describes the research
design that will be chosen for the purpose of this study and the reasons for this choice.
The instrument that will be used for data collection will be described and the procedure
that will follow to carry out this study are included. The researcher will discuss the
methods used to analyze the data.

3.1 Description of Study Area

Fitche in Oromia Region is a town in Ethiopia 114km north of Addis Ababa. According to
national census reported (NCR) in 2008, Fitche town has an estimated total population
292000 or with an estimated area of 5720.5 hectare OUPI, 2012), Fitche has an estimated
population density of 51.04 people per square kilometer. There are four kebeles in the
town namely 01, 02, 03 and 04. The town total population is 92000 in CSA (2008). Fitche
has a city administration municipality and four kebele the town is surrounded by the
peasant associations of addisge in the north torbanashe in the west dire doyyo and turban
ashein the south and kuotichagebela (sefane) and werusilase .The altitude of Fitche ranges
from 2738 to2282 meters above the sea level. Geographical the area is located at 09 0 08
52 to 10035 17 North Latitude and 37056 13 to 39034 47 East Longitude. The average
annual temperature is 20.30C.

3.2 Type and Sources of Data

The study will use both primary and secondary data sources to get adequate information
from the school. Primary data will be collected by distributing questionnaires for female
students that found in preparatory school. The respondent includes the female students
(Natural and social) in both schools and secondary data sources obtain from school
related document.

3.2.1 Sampling technique and sample size determination

In order to obtain a representative sample, this study will be applied stratified sampling
techniques. This is because, the population does not constitute homogeneous group. In
this regard in the fitche town, there are two preparatory schools. These are abdisa aga and
fitche preparatory schools.

3.3 Method of Data Analysis

The researcher will use both distributive and econometrics method in order to conduct
this study. This study will use cross sectional data on 2018.The distributive part will
present the characteristics of female respondents by using frequency and percentage. The
econometrics part will also present, the test for Multicollinearity, Heteroscedasticity,
Normality of the errors term and test for Omission of Relevant Variables will be
undertake and possible rectifying measures will take when the data suffer from one or
more of these problems.

3.4 Model Specification

The factor will affect the academic performance and achievement of female students can
be classified in numerous ways. Some of their factors will be parental school related and
personal factors. Thus, the particular research study, the relationship, and the influences
of the independent variables on the dependent variables will help to analyze the valid
result. The econometrics model specification will use the empirical identify factor behind
educational performance of female by ordinary least square (OLS). This is because, the
dependent variable will continuous which measure average score, and the average pass
marks in which students will be promoted from grade to grade.
Theoretical model
Ordinary least square (OLS) regression is linear modeling technique will be used to a
model as single or multiple explanatory variables and also categorical explanatory
variable will be have appropriately code.
OLS regression is particularly power full, and relatively easy to check the model
assumption such as linearity, consistent variance, heteroscedastity etc.
Functional relationship
AS=F (Age, HA, TST, CM, TSS, TC, SOS, POS, FS, FI, PFW)
AS=ß+ß1Age+ß2HA+ß3TST+ß4CM+ß5TSS+ß6TC+ß7SOS+ß8POS+ß9FS+ß10FI+ß11PFW+
µi
Where; (β1-β11) are parameters to be estimated.
µi are the random disturbance term which accounts the effect of all
other factors excluded from the model.

AS=Average score
Age=Age of student
CM=Class missing
TC=Tutorial class
TSS=Time spent on study
SOS=System of study
TST=Time spent on travel
POS=Place of study
Fs=Family size
HA=Housing arrangement
PFW=Participate in family work
FI=Family income
Ui=error term

3.4.1 Descriptions of the variables

AS-Average score is dependent variable that is measured in the average pass marks in
which students got promoted from grade to grade. This variable is assumed to have either
a positive or a negative relationship with each explanatory variable listed below.
Age- age of student refers to how old are the student. It is explanatory variable which
measured in year it is expected to affects female educational performance either
positively or negatively.
Family size (FS)- It is continuous independent variable that measured in number. It is
expected to affects female educational performance negatively. This is because when the
number of children’s increase parent can offer fewer resources per child. Therefore, it is
difficult to cover daily expanse of many children to educate and when the numbers of
children increase, there is working responsibility to female.
House arrangement (HA)- It is one categorical independent variable which measured in
dummy by giving numerical value "1" for student whose family have their own house and
otherwise "0" for student whose family have no their own house. It expected to affect
female educational performance positively. This is because house owner’s family are
more concerned about maintaining education.
FI- family income is a continuous variable that accounts for the effect of family income
on average score of female students. It is measured by the total amount of birr that the
parents of the student earn per month. Female students of richer parents are expected to
get strong financial supports with which they can afford necessary educational material
than students of low-income families. Their family income is expected to have a positive
effect on average score of female students.
Time spent on study (TSS)- is a time that the students spent on their subjects according
to their own prepared schedule. It is one of the explanatory variables, which measured in
hours. A student’s academic performance is good as study time increase. Therefore, Time
spent on study expected to affect female educational performance positively.
TC- Tutorial class is also explanatory variable that measured in dummy by taking
numerical value "1" for"0" otherwise. The student who teachers provide special support
will achieve a good performance. Therefore, tutorial class expected to affect female
educational performance positively.
-Time spent on travel (TST)-Its continuous variable and assumed to be affect
educational achievement is negatively. This is fact that student who can from for a way
less perform than student who can from nearly.
-Class missing (CM)-It is continuous variables and expected to affect performance
negatively. This is because when the student more absents from class this may be to loss
quiz. For this reason may be perform low.
-System of study (SOS)-It is the dummy variables and expected affect perform. This is
because student who...

Expected sign of variable and its measurement

Source; own survey,

3.4Time and budget schedule

3.4.1 Time schedule
No Activities March April May June July August Septemb octembe
er rssr
1 Topic 
select
2 Proposal
3 Proposal  
developme
nt
4 Submissio
n of
proposal
Research
5 Data
collection
6 Data
analysis
7 First draft
8 Final draft
submission
9 Final paper
submission
10 Conclusion
11 presentatio
n
3.4.2 Budget break down
To conduct the research proposal the cost that will be incurred to do in salale University
the financed money will be allocate on different requirement for the research proposal to
be complete. The following table illustrates the amount of money and allocation of cost
budget requirement.

No Item Quantity Unit cost(birr) Total consumption

1 Printing and copy 2 50 100
2 Paper 1 200 200
3 Binding 3 20 60
4 Pen 3 30 30
5 Flash 1 200 200
6 Transportation 4 3 12
7 Mobile card - 60 60
8 Other expense - 200 200
9 Total cost 14 665 862

Reference
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secondary school.
-Herz, B(2015);Letting Girls learn, promising approaches in prim
-Jejeeb oy,J, (2010);Women Education Autonomy and Reproductive Behavior,New York,
Oxford university press.
-King,E, and M,A,Hill,(2012).Women education in developing countries barriers,beliefs
and polinies”.Washington DC.The world Bank.
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-Meron Genene, (2016);Gender and Development .Building the capacity of women.The
case of Ethiopia.
-Mohamed Abdi,(2011):Factor affecting the academic performance of female students at
secondary education.the case of Abdulahi badesenior secondary school.
-Noble,(2006);Student Achievement behavior,perceptions and other factors affecting ACT
scores.
-Obanya, P,(2010);Promoting Basic Education for women and Girls “Paris Unesco.
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action, World Bank, Washington DC.
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in aqartalamunipal council area.
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evidence from Ethiopia.
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UNESCO,(2015);Development since jomtinen EFAin the middle East and North Africa.

General comments:

 Check the problem spacing between words and paragraph (different topic), sentence
fragmentations, punctuation marks and spacing in addition to the above comments.

 Try to give the weights for all of the comments