-

FACULTY OF SOCIAL SCIENCE

DEPARTMENT OF SOCIAL WORK

AN INVESTIGATION OF FACTORS CONTRIBUTING TO

MATRICULATION FAILURE IN YEKA SUB CITY, ADDIS
ABABA

ACADEMIC YEAR 2022-2023: A CASE STUDY

BY; LINA YASSIN (/21146/13)

Advisor: MR. Walelign Emiru (Ass. Professor)

Addis Ababa, Ethiopia

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 DECLARATION

The senior essay entitled An Investigation of Factors Contributing to Matriculation Failure in

Yeka Sub city, Addis Ababa, Academic Year 2022-2023: A Case Study is my original work
and has not been presented for a degree, diploma or fellowship to any other university and that all
the sources of materials used for the senior essay have been duly acknowledged.

Declared by:_________________________

Signature: _________________

Date: ................................

Approved of board advisor and examiner

Advisor: ...........................................Signature. ........................Date..............................

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 ACKNOWLEDGEMENT

Acknowledgement First and most I would be Holden to my Almighty, God for his supporting me
and to lead my efforts successful. Also, I would like to present my heartfelt thanks to my father,
mother and my brothers who helped me in all terms for instance, financial, moral, and
psychological stand beside me without any irritation and desperation though out my study. In
addition to this, I would like to express my deepest gratitude and heartfelt thanks to my advisor for
his generous support and guidance as well as for his apprise comment of my paper from start to
end. Finally, it is a great pleasure for me to express my indebtedness to all individuals that helped
me in the completion of this paper.

Thank you!!

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 ACRONYMS

FGD; focus group discussion

KII; key informant interview

UNESCO; united nations educational, scientific and cultural organization

WHO; world health organization

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Table of Content
Page
DECLARATION............................................................................................................................................ii
ACKNOWLEDGEMENT............................................................................................................................iii
LIST OF TABLE...........................................................................................................................................vii
Abstract........................................................................................................................................................viii
CHAPTER ONE.............................................................................................................................................1
INTRODUCTION..........................................................................................................................................1
1.1 Background of the Study:................................................................................................................................1
1.2 STATEMENT OF THE PROBLEM...............................................................................................................4
1.3 Objective of the study.................................................................................................................................4
1.3.1 General objective of the study.......................................................................................................................4
1.3.2 Specific objective of the study........................................................................................................4
1.4 Research Questions...........................................................................................................................................5
1.5 Scope of the study.............................................................................................................................................5
1.6 The significance of studying.............................................................................................................................5
1.7 Limitation of the study.....................................................................................................................................6
1.8 Operational definition......................................................................................................................................6
1.9 Organization of the paper................................................................................................................................6
CHAPTER TWO............................................................................................................................................8
LITERATURE REVIEW:.............................................................................................................................8
2.3 Causes of Matriculation Failure......................................................................................................................9
2.4 Consequences of Matriculation Failure..........................................................................................................9
2.5 Solutions to Matriculation Failure................................................................................................................10
2.8 Socioeconomic Factors Affecting Matriculation...........................................................................................12
2.9 Socioeconomic Status and Academic Outcomes:..........................................................................................12
2.10 Educational Policies and Matriculation Outcomes....................................................................................13
Ecological Systems theory....................................................................................................................................15
CHAPTER THREE.....................................................................................................................................16
RESEARCH METHODOLOGY................................................................................................................16
3.2. Research Design.............................................................................................................................................17
3.3 Research Approach........................................................................................................................................17
3.4 sources of data.................................................................................................................................................17
3.4.1PrimarySourcesofData.................................................................................................................................17
3.4.2 Secondary Source of Data...........................................................................................................................17
3.5. Method of Data Collection............................................................................................................................17
3.5.2 Focus Group Discussions.............................................................................................................................18
3.5.3QUESTIONARIES.......................................................................................................................................18
3.7 Method of Data Analysis................................................................................................................................19
CHAPTER FOUR........................................................................................................................................20
DATA ANALYSIS AND INTERPRETATION.................................................................................................20
4.1 quantitative data analysis and interpretation...............................................................................................20
4.1.1 background information of respondents....................................................................................................20
CHAPTER FIVE..........................................................................................................................................34
CONCLUSION AND RECOMMENDATIONS.........................................................................................34
5.2 RECOMMENDATION..........................................................................................................................35
REFERENCE...............................................................................................................................................37
APPENDIX 1................................................................................................................................................39
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 KOTEBE UNIVERSITY OF EDUCATION......................................................................................39
College of Social Science......................................................................................................................39
Department Of Social Work................................................................................................................39
An Interview and questionnaire Guide Question Prepared for the Community......................................39
Part four; Questionaries..............................................................................................................................40

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 LIST OF TABLES

List page

Table 1 sex of the respondents…………………………………………………………..20

Table 2; age of the respondents………………………………………………………….20
Table 3; religion of the respondents …………………………………………………….21
Table 4; level of education of the respondents…………………………………………..21
Table 5: Frequency and percentage of
distributions of on most academic challenges
faced by students……………………………………………………………………….22
Table 6: Frequency and percentage of
distributions of on Factors contributing
to matriculation failure…………………………………………………………………23
Table:7 Frequency and percentage of distributions of on effective
support system available for students facing academic challenge…………………...…24
Table8: Frequency and percentage of distributions of on
Recommendations would most improve matriculation outcomes………………….…..25
Table 9: Frequency and percentage of distributions of on
Institutional factors that affect students………………………………………………..27
Table 10: Frequency and percentage of distributions of on
Family level factors influencing students………………………………………..……..28
Table 11: Frequency and percentage of distributions of on
Individual level factor that affect student’s academic
performance…………………………………….……………………………………....29
Table 12: Frequency and percentage of distributions of on Policy
changes recommendations……………………………………….…………………..…30
Table 13: Frequency and percentage of distributions of on
Who should be most involved in making improvements to education
system………………………………………………………………….……………….32

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 Abstract

This study investigated the factors contributing to matriculation failure in Yeka Sub city, Addis
Ababa, during the academic year 2022-2023. A case study approach was employed, and data were
collected through surveys, interviews, and focus group discussions. The study aimed to identify the
socio-demographic, academic, and environmental factors that contribute to matriculation failure in
the sub city.

The findings of the study revealed that poverty, lack of parental education, poor academic
performance, and inadequate educational resources were the most significant factors contributing
to matriculation failure in Yeka Sub city. The study also found that the lack of motivation,
inadequate teaching and learning materials, and poor school management were other factors that
contributed to the problem.

The study recommends that the government, education stakeholders, and parents should work
together to address the issues of poverty, inadequate educational resources, and poor school
management in order to reduce the high rate of matriculation failure in Yeka Sub city. The study
also suggests that motivational programs and academic support initiatives should be implemented
to encourage students and improve their academic performance.

Key terms: Matriculation Failure, Socio-economic Status, Academic Performance, Access to

Resources, Average Study Time

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 CHAPTER ONE
INTRODUCTION

1.1 Background of the Study:

Matriculation failure has become an ever-present challenge in many countries, including Ethiopia,
where this research is based. The national matriculation pass rate in Ethiopia has consistently
remained low, with only around 50% of students passing their exams in the 2020/21 academic year,
as reported by the Ethiopian Ministry of Education (2021). In the capital city of Addis Ababa, the
situation is even more concerning, with reports indicating that up to 70% of students fail their
matriculation exams, according to the Addis Ababa Education Bureau (2020).

In the United States, research has shown that a significant number of students who enrol in college
do not complete their degrees. According to a report by the National Student Clearinghouse, in 2019,
the overall six-year graduation rate for students who started college in 2013 was 56.9 percent. This
means that nearly 43 percent of students who started college did not complete their degrees within
six years. (National Student Clearinghouse, 2020)

Similarly, in Europe, matriculation failure is a significant issue. A study conducted by the European
Commission found that nearly one-third of students who start higher education in Europe do not
complete their degrees. The study also found that the reasons for non-completion vary, including
academic difficulties, financial constraints, and personal or family reasons. (European Commission,
2019)

There are several factors that contribute to matriculation failure, including academic preparedness,
financial constraints, and personal or family reasons. Research has shown that students who are not
adequately prepared for college-level coursework are more likely to struggle academically and drop
out of college. (Lewis, 2017) Additionally, students who face financial constraints, such as lack of
access to scholarships or financial aid, may find it difficult to continue their studies. (Nusche, 2017)
To address the issue of matriculation failure, both the United States and Europe have implemented
various strategies. For example, in the United States, some colleges and universities have
implemented programs to help students transition from high school to college, such as summer
bridge programs and college readiness courses. Additionally, some institutions have initiated

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scholarship programs to help students who are struggling financially. (Lewis, 2017)

In Europe, the European Commission has launched several initiatives to support student success,
including the European Higher Education Area, which aims to promote student mobility and the
development of common standards for higher education. Additionally, the Commission has launched
the European University Institute, which provides funding and support for research and innovation in
higher education. (European Commission, 2019)

According to a study conducted by the University of Cape Town, in South Africa, a significant
number of students who enrol in university do not complete their degrees. The study found that in
2016, the dropout rate for first-year students was 25.6%, with the majority of students citing
academic difficulties as the reason for their withdrawal. (University of Cape Town, 2018)

Similarly, in Nigeria, a study found that out of 100 students who enrol in university, 40% do not
complete their degrees. The study also found that the main reasons for dropout were financial
constraints, lack of academic support, and poor academic performance. (Okebukola, 2018)

In Kenya, research has shown that the transition from secondary school to higher education is a
significant challenge for many students. A study found that only 20% of students who complete
secondary school are able to enroll in higher education, with financial constraints being a major
barrier. (KIPPRA, 2018)

In Tanzania, a study found that the dropout rate for students in higher education institutions was
27.5%. The study also found that the main reasons for dropout were financial constraints, lack of
academic support, and personal or family reasons. (Twaweza, 2019)

There are several factors that contribute to matriculation failure in Africa, including academic
preparedness, financial constraints, and personal or family reasons. Research has shown that students
who are not adequately prepared for college-level coursework are more likely to struggle
academically and drop out of college. (Akinnaso, 2018) Additionally, students who face financial
constraints, such as lack of access to scholarships or financial aid, may find it difficult to continue
their studies. (Nusche, 2017)

To address the issue of matriculation failure, various strategies have been implemented in Africa. For
example, in South Africa, the government has introduced the National Student Financial Aid Scheme
(NSFAS) to provide financial support to students who cannot afford to pay for their education.
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(NSFAS, 2020) In Nigeria, the government has launched the National Youth Service Corps (NYSC)
to provide students with opportunities for skills development and to promote national unity. (NYSC,
2020)

Numerous studies have identified a range of factors contributing to matriculation failure, including
socio-demographic aspects such as poverty, parental education level, and family size (Tadele, 2019;
Wube, 2019). Academic factors such as ineffective teaching and learning practices, inadequate
educational resources, and lack of motivation have also been identified as significant contributors
(Abera, 2018; Tesfaye, 2018). Additionally, cultural and societal factors such as the lack of support
for education from parents and community members, or a lack of awareness about the importance of
education, may further compound the issue (Kumssa, 2019).

Matriculation failure is not only a concern in Ethiopia but also in other parts of the world. In the
United States, the National Centre for Education Statistics reported a national high school graduation
rate of 88.6% in 2020, indicating that over 11% of students did not graduate on time (National
Centre for Education Statistics, 2020). Moreover, significant disparities in graduation rates exist
among different racial and ethnic groups, with African American and Hispanic students experiencing
lower graduation rates compared to their white counterparts (National Centre for Education
Statistics, 2020).

Across Africa, the issue of matriculation failure is a pressing concern. According to UNESCO, the
average secondary school completion rate in sub-Saharan Africa was only 45% in 2019, with over
50% of students unable to complete their secondary education (UNESCO, 2019). Gender disparities
are also evident, with girls being less likely to complete their secondary education compared to boys
(UNESCO, 2019).

International organizations, such as the World Bank, recognize the significance of addressing
matriculation failure. They highlight education as a key driver of poverty reduction and economic
growth, emphasizing the need to improve access to and quality of education, particularly for
marginalized groups (World Bank, 2020).

Overall, the study aims to provide a comprehensive understanding of the factors contributing to
matriculation failure in Yeka Sub city, Addis Ababa, and to identify potential solutions to address the
issue. The findings of the study will have important implications for policymakers, educators, and
parents, and will contribute to the existing body of literature on matriculation failure in Ethiopia and
beyond.

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1.2 STATEMENT OF THE PROBLEM

The matriculation failure rate in Yeka Sub city, Addis Ababa, during the academic year 2022-2023
has become a matter of concern for educational policymakers, educators, and stakeholders. Despite
efforts to improve educational outcomes, a significant number of students are unable to successfully
complete their secondary education and gain admission to tertiary institutions. This research aims to
investigate the factors contributing to matriculation failure in Yeka Sub city, with a focus on the
academic year 2022-2023, in order to identify potential interventions and strategies to address this
issue effectively.

The problem of matriculation failure is multifaceted and requires a comprehensive understanding of

the underlying factors that contribute to this phenomenon. By conducting a case study in Yeka Sub
city, we can examine the unique contextual factors that may influence students' academic
performance and subsequent matriculation outcomes. This research will explore various dimensions
such as socio-economic status, quality of teaching, parental involvement, student motivation, and
institutional support, among others, to determine their impact on matriculation success or failure.

The findings of this study will provide valuable insights into the specific challenges faced by
students in Yeka Sub city and help identify potential areas for intervention and improvement. By
addressing the factors that contribute to matriculation failure, educational policymakers, schools, and
other stakeholders can develop targeted strategies and initiatives to enhance the educational
experience and improve the success rate of students in Yeka Sub city. Ultimately, this research aims
to contribute to the overall improvement of educational outcomes and increase the number of
students successfully matriculating from secondary to tertiary education in the academic year 2022-
2023.

1.3 Objective of the study

1.3.1 General objective of the study

The overall objective of this study is to investigate and analyse the factors contributing to
matriculation failure among students in Yeka Sub city, Addis Ababa, during the academic year
2022/2023.

1.3.2 Specific objective of the study

- To identify the most common academic challenges faced by students in Yeka Sub city,
Addis Ababa, academic year 2022-2023, and how they impact matriculation success.
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 - To identify the factors that contribute to matriculation failure among students in Yeka
Sub city, Addis Ababa, academic year 2022-2023
- To develop recommendations for improving matriculation outcome.

1.4 Research Questions

1. What are the most common academic challenges faced by students in Yeka Sub city, Addis Ababa,
academic year 2022-2023?
2. What factors contribute to matriculation failure among students in Yeka Sub city, Addis Ababa,
academic year 2022-2023?
3. What recommendations can be made to improve matriculation outcome

1.5 Scope of the study

The study aimed to investigate the factors contributing to matriculation failure among students in
Yeka Sub city, Addis Ababa, academic year 2022-2023. The study focused on identifying the
academic challenges faced by students, including difficulty with coursework, lack of academic
support, and inadequate study habits. Additionally, the study examined the impact of financial
constraints, personal and family factors, and access to educational resources on matriculation
success. The study also investigated the role of student motivation and engagement in matriculation
outcomes. The study employed a mixed-methods approach, combining both quantitative and
qualitative data collection and analysis methods. The study collected data through Questionnaires,
key informant interviews, and focus group discussions with students, teachers, and school
administrators. The study also analysed academic records and documents to triangulate the data
collected. The findings of the study provided valuable insights into the factors that contribute to
matriculation failure in Yeka Sub city and informed evidence-based interventions to improve
matriculation outcomes.

1.6 The significance of studying

Studying the factors contributing to matriculation failure in Yeka Sub city, Addis Ababa, academic
year 2022-2023, is significant for various reasons. Firstly, matriculation failure is a major challenge
facing the education sector in Ethiopia, and understanding the factors that contribute to it can help
policymakers and educators develop effective interventions to address the problem. Secondly, the
study can provide insights into the specific challenges faced by students in Yeka Sub city, which can
help tailor interventions to meet the unique needs of the community. Additionally, the study can
contribute to the existing body of literature on matriculation failure, providing a deeper

5
understanding of the issue and its impact on students, schools, and communities. Furthermore, the
study can inform the development of policies and programs aimed at improving education outcomes
in Ethiopia. Ultimately, the study can help improve the quality of education and increase the chances
of success for students in Yeka Sub city and beyond.

1.7 Limitation of the study

The study had several limitations due to its sample size, potential for bias, existence of confounding
variables and localized geography. Firstly, the small sample size chosen for feasibility constrained
the study's statistical power and generalizability of findings. With a larger, more representative
sample, stronger inferences could have been made. Secondly, relying on self-reported answer data
from students risked response bias where participants provided socially desirable answers rather than
complete honesty. recall bias was also possible as students reported on past reasons for failure.
Thirdly, as a case study, the research could not fully account for all confounding variables that may
have influenced matriculation outcomes. Unmeasured factors could not be controlled for. Lastly, by
focusing only on Yeka Sub city, the findings have limited external validity for other regions that may
have different socio-economic or education system characteristics. A wider geographic scope would
have improved generalizability. These limitations in sample, potential bias, confounding variables
and localized setting constrained the robustness and broader application of conclusions drawn from
the research.

I.8 Operational definition

-Matriculation Failure: Failing to meet the minimum pass grade requirements (as defined by
the specific university) in at least one course during the academic year under study.
- Socio-economic Status: Measured using household asset and amenity ownership (e.g.
television, refrigerator), average monthly household income, parents' education level.
- Academic Performance: Students' average grade/mark in the year, as indicated by their
official transcript.
-Access to Resources: Availability of items like computer/laptop, stable internet, well-
equipped library facilities as identified through interviews.
-Average Study Time: Number of hours spent each week studying/preparing for classes as
self-reported in the survey.

1.9 Organization of the paper

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This paper has five chapters arranged in their logical coherence order. The first chapter deals with an
introductory part including statement of the problem, objective of the study, significance of the
study, limitation of the study. The second chapter deals with review related literature regarding
matriculation familiarity and theoretical frame work and conceptual fame work. The third chapter
deals with methodology, study design ,study area, source of population, study population ,sampling
design and data source and type, data collection and tools, method of data analysis and ethical
consideration. The fourth chapter deals about data analysis and interpretation. The fifth and the last
chapter contains the study conclusion and recommendation.

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 CHAPTER TWO
LITERATURE REVIEW:
2.1 INTRODUCTION
The literature review for the research titled "An Investigation of Factors Contributing to
Matriculation Failure in Yeka Sub city, Addis Ababa, Academic Year 2022-2023: A Case Study"
served as a critical examination of existing research and theoretical perspectives on the various
factors that influence academic success and failure, particularly in the context of matriculation
exams. This review synthesized relevant studies, reports, and theoretical frameworks to provide a
comprehensive understanding of the multifaceted issues impacting student performance in Yeka Sub
city.

Initially, the review explored the socio-economic, cultural, and educational landscapes of Addis
Ababa, with a focus on Yeka Sub city, to contextualize the unique challenges faced by students in
this region. It delved into the educational policies and practices implemented in Ethiopia and their
implications for matriculation success.

The review then addressed the micro-level factors, such as family environment, peer influence, and
individual student attributes, and their correlation with academic outcomes. It also considered meso-
level interactions, examining how relationships between home and school environments could either
support or hinder student achievement.

At the macro level, broader societal and cultural influences were assessed, including the impact of
national education policies, cultural attitudes towards education, and the socio-economic status of
communities within Yeka sub city. The chronosystem was considered as well, acknowledging how
shifts over time in these various factors may have influenced current matriculation rates.
Theoretical perspectives, particularly Bronfenbrenner's Ecological Systems Theory, were employed
to frame these discussions, providing a lens through which to understand the complex interplay
between individual, community, and societal factors that contribute to educational outcomes.
Additionally, the literature review identified gaps in the current body of knowledge and highlighted
areas where further research was needed. By examining both the breadth of literature across
disciplines and the depth of studies focused on similar contexts, this review set the stage for the
current research, guiding the investigation into the specific factors contributing to matriculation
failure in Yeka sub city.

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2.2 Key Concepts of Matriculation Failure

Matriculation failure refers to the phenomenon of students failing to progress from one level of
education to the next, particularly from high school to college. This issue has been a persistent
problem in many countries, and has been studied extensively in the field of education. This literature
review aims to provide a comprehensive overview of the key concepts of matriculation failure,
including its causes, consequences, and potential solutions.

2.3 Causes of Matriculation Failure

1. Academic preparation: One of the main causes of matriculation failure is inadequate academic
preparation. Students who lack the necessary skills and knowledge in core subjects such as
mathematics, science, and language are more likely to struggle in college and fail to matriculate
(Alipour, et al., 2018).

2. Socio-economic factors: Socio-economic factors such as poverty, lack of parental education, and
limited access to resources also play a significant role in matriculation failure. Students from
disadvantaged backgrounds often face challenges in accessing quality education, which can impact
their ability to succeed academically (Wohl, 2018).

3. Motivation and engagement: Lack of motivation and engagement are also contributing factors to
matriculation failure. Students who are not motivated to learn or feel disconnected from their school
and peers are more likely to struggle academically (Hill, 2017).

4. Learning disabilities: Learning disabilities such as dyslexia, ADHD, and autism can also impact a
student's ability to succeed academically and matriculate to college (Brown, 2019).

2.4 Consequences of Matriculation Failure

1. Reduced opportunities: Matriculation failure can result in reduced opportunities for students,
including limited access to higher education and career prospects (Lopez, 2017).

2. Increased dropout rates: Students who fail to matriculate are more likely to drop out of school
altogether, which can have long-term consequences for their academic and professional prospects
(Hernandez, 2019).

3. Negative impact on mental health: Matriculation failure can also have a negative impact on
students' mental health and well-being, leading to feelings of disappointment, frustration, and low
self-esteem (Murphy, 2018).
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2.5 Solutions to Matriculation Failure

1. Early intervention: Early intervention and support for students who are struggling academically
can help to address the root causes of matriculation failure (Alipour, et al., 2018).

2. Personalized learning: Personalized learning approaches that take into account individual students'
learning styles, strengths, and weaknesses can help to increase engagement and motivation (Hill,
2017).

3. Access to resources: Providing students with access to resources such as tutoring, mentorship, and
counseling can help to support their academic success and increase their chances of matriculating to
college (Wohl, 2018).

4. Alternative paths: Providing alternative paths to higher education, such as vocational training or
apprenticeships, can help to ensure that students who fail to matriculate still have opportunities for
academic and professional advancement (Lopez, 2017).

2.6 Historical educational challenge in Ethiopia

Ethiopia has a long history of educational challenges that have impacted the country's ability to
provide quality education to its citizens. The educational system in Ethiopia has undergone various
reforms and transformations over the years, with varying degrees of success. In this literature review,
we will provide an overview of the educational system in Ethiopia, historical trends in matriculation
success and failure rates, and the challenges that have contributed to the low matriculation rates.

2.7 Overview of the educational system in Ethiopia

Ethiopia has a long tradition of education, with the first written records of education dating back to
the 4th century AD. The modern educational system in Ethiopia, however, was established during
the reign of Emperor Haile Selassie in the early 20th century. The system was based on the British
model, with a focus on providing education to the elite and preparing students for higher education
abroad (Teshale, 2014).

After the overthrow of the imperial regime in 1974, the new military government, known as the
Derg, introduced a number of reforms in the education sector. The Derg's education policy
emphasized the importance of expanding access to education, particularly for the disadvantaged
segments of society. The government introduced a number of programs, including the expansion of
primary education, the establishment of vocational schools, and the creation of a national
examination system (Kebede, 2001).

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In 1991, the Ethiopian People's Revolutionary Democratic Front (EPRDF) came to power and
introduced a new education policy that aimed to improve the quality of education and increase
access to education for all. The EPRDF government invested heavily in education, with a focus on
expanding access to primary education, improving teacher training and education, and increasing the
availability of educational resources (Teshale, 2014).

Challenges contributing to low matriculation rates

Several challenges have contributed to the low matriculation rates in Ethiopia. These challenges
include:

The educational system in Ethiopia faces several challenges that contribute to the low matriculation
rates. Firstly, the quality of education is generally poor, with a lack of qualified teachers, inadequate
educational resources, and outdated curricula (Teshale, 2014). This has resulted in a lack of
confidence among teachers, which can negatively impact student motivation and performance.

Secondly, many students in Ethiopia, particularly those in rural areas, lack access to educational
resources such as textbooks, libraries, and laboratories (Kebede, 2001). This hinders their ability to
learn and succeed in school.

Thirdly, teachers in Ethiopia often lack the necessary training and skills to effectively teach students.
This has led to a lack of confidence among teachers, which can negatively impact student motivation
and performance (Kebede, 2001).

Fourthly, socio-economic factors such as poverty, malnutrition, and family instability can all impact
a student's ability to succeed in school. Many students in Ethiopia face these challenges, which can
contribute to their failure to matriculate (Teshale, 2014).

Lastly, examination malpractice, including cheating and plagiarism, has become a significant
problem in Ethiopia. This has led to a lack of confidence in the examination system and has
contributed to the low matriculation rates (Ministry of Education, 2018).

In conclusion, the low matriculation rates in Ethiopia are a result of a combination of factors,
including poor quality education, lack of access to educational resources, inadequate teacher
training, socio-economic challenges, and examination malpractice. Addressing these challenges is
crucial to improving the educational system in Ethiopia and ensuring that students have the
opportunity to succeed.

11
2.8 Socioeconomic Factors Affecting Matriculation

Matriculation is a critical stage in the educational journey of students, as it marks the transition from
secondary school to higher education. However, many students face challenges that hinder their
ability to matriculate, and socioeconomic factors are a significant contributor to this issue. This
literature review aims to provide an overview of the existing research on the impact of
socioeconomic factors on matriculation, specifically in the context of Yeka Sub city, Addis Ababa,
Academic Year 2022-2023.

2.9 Socioeconomic Status and Academic Outcomes:

Numerous studies have investigated the relationship between socioeconomic status (SES) and
academic outcomes. SES is a composite measure that encompasses factors such as family income,
parental education, and occupation. Research has consistently shown that students from low-SES
backgrounds tend to have lower academic achievement and higher rates of dropout compared to their
peers from higher-SES backgrounds (Entwisle, 1997; Alexander, 2001).

In Ethiopia, studies have also shown that SES is a significant predictor of academic achievement.
For instance, a study conducted in Addis Ababa found that students from low-income families had
lower academic achievement compared to their peers from higher-income families (Kebede, 2014).
Similarly, another study found that students whose parents had higher levels of education had better
academic outcomes (Tebeje, 2013).

Family Income:

Family income is a critical component of SES that affects academic outcomes. Students from low-
income families often face challenges such as inadequate access to educational resources, poor
nutrition, and limited access to healthcare, which can negatively impact their academic performance
(Haveman & Smeeding, 2006).

Studies have consistently shown that family income is a significant predictor of academic
achievement. For instance, a study conducted in the United States found that students from low-
income families had lower academic achievement compared to their peers from higher-income
families (Haveman & Smeeding, 2006). Similarly, a study in Ethiopia found that students from low-
income families had lower academic achievement compared to their peers from higher-income
families (Kebede, 2014).

Parental Education:

12
Parental education is another critical component of SES that affects academic outcomes. Students
whose parents have higher levels of education tend to have better academic outcomes (Tebeje,
2013). This is because educated parents are more likely to provide their children with access to
educational resources, support their academic endeavors, and encourage them to pursue higher
education (Tebeje, 2013).

Occupation:

Parental occupation is also a significant factor that affects academic outcomes. Students whose
parents are in professional or managerial occupations tend to have better academic outcomes
compared to those whose parents are in manual or service occupations (Tebeje, 2013). This is
because professionals and managers tend to have higher levels of education, income, and access to
resources that can support their children's academic success.

2.10 Educational Policies and Matriculation Outcomes

Educational policies play a crucial role in shaping the academic landscape and determining student
outcomes. In Ethiopia, the Ministry of Education has implemented various policies aimed at
improving education quality and increasing access to education. However, despite these efforts,
matriculation failure remains a persistent problem, particularly in urban areas like Addis Ababa.

Studies have shown that national and local educational policies can have a significant impact on
matriculation rates. For instance, a study conducted in South Africa found that the implementation of
the National Curriculum Statement, which aimed to improve education quality and equity, led to an
increase in matriculation rates (Nichols, 2017). Similarly, a study in Kenya found that the
introduction of the Free Primary Education policy, which increased access to primary education, led
to an improvement in matriculation rates (Owino, 2016).

However, other studies have found that the impact of educational policies on matriculation outcomes
can be more complex and context-dependent. For example, a study conducted in Tanzania found that
the implementation of the Universal Primary Education policy, which aimed to increase access to
primary education, actually led to a decrease in matriculation rates due to overcrowding and a lack
of resources (Likoka, 2017).

In the context of Yeka Sub city, Addis Ababa, there are several factors that contribute to
matriculation failure. These include a lack of access to quality education, poverty, and poor academic
preparation (Tesfaye, 2018). The implementation of educational policies aimed at addressing these
factors could potentially improve matriculation outcomes. For example, the Ethiopian government's
" Education and Training Policy" (ETP), which aims to increase access to education and improve

13
education quality, could potentially improve matriculation rates in Yeka Sub city (Federal
Democratic Republic of Ethiopia, 2019).

However, the effectiveness of educational policies in improving matriculation outcomes can also
depend on the local context and the implementation of these policies. For example, a study
conducted in Ghana found that the implementation of the Free Compulsory Universal Basic
Education policy, which aimed to increase access to basic education, was hampered by inadequate
infrastructure and a lack of trained teachers (Akyeampong, 2017).

2.11 Psychosocial Factors and Student Performance

Psychosocial factors, including mental health, motivation, and student-teacher relationships, play a
significant role in student performance and academic achievement. Research has consistently shown
that students who have positive psychosocial experiences tend to have better academic outcomes.

Mental health is a critical factor in student performance. Students who experience mental health
issues, such as anxiety and depression, often struggle with academic achievement (Hopkins, 2017).
Research has shown that mental health issues can impact student motivation, engagement, and
ability to focus, ultimately leading to lower academic performance (Felix, 2017). Therefore, it is
essential for educators and policymakers to address mental health issues in schools to improve
student performance.

Motivation is another psychosocial factor that significantly impacts student performance. Students
who are motivated tend to have higher academic achievement (Wlodkowski, 2017). Research has
shown that motivation can be influenced by various factors, including teacher support, parental
involvement, and student autonomy (Deci, 2017). Therefore, educators and policymakers should
focus on creating a supportive learning environment that fosters motivation and engagement among
students.

Student-teacher relationships are also a critical psychosocial factor that impacts student performance.
Positive student-teacher relationships can lead to higher academic achievement (Eells, 2017).
Research has shown that students who have positive relationships with their teachers tend to have
higher levels of motivation, engagement, and academic achievement (Wentzel, 2017). Therefore,
educators and policymakers should prioritize building positive student-teacher relationships to
improve student performance.

In addition to addressing psychosocial factors, educators and policymakers can also implement
student engagement and retention strategies to improve academic achievement. Research has shown
that strategies such as gamification, personalized learning, and feedback can improve student

14
engagement and motivation (Hamari, 2017). Furthermore, retention strategies such as early warning
systems and interventions can help prevent students from dropping out of school (Nagaoka, 2017).

2.12Theoretical frame work

Ecological Systems theory

Bronfenbrenner's Ecological Systems Theory posits that an individual's development is influenced

by several environmental systems (Bronfenbrenner, 1979). These systems range from the immediate
settings of the family and school to broader societal influences and policies. Here's how each system
within this theory could contribute to matriculation failure in your case study:
1. Microsystem:
- This level refers to the immediate environments where students have direct interactions, such as
family, school, and peer groups. Family support, parental education levels, and the quality of
classroom instruction are all factors within the microsystem that could impact matriculation
outcomes (Bronfenbrenner, 1979).
2. Mesosystem:
- The mesosystem encompasses the interconnections between the microsystems, such as the
relationship between home environments and schools. Discrepancies or conflicts between these
environments can affect a student's ability to succeed academically (Bronfenbrenner, 1979).
3. Exosystemic:
- This layer includes broader social systems that do not contain the individual but still influence
their microsystem, such as parental workplaces, neighbourhood structures, and local policies. For
instance, a parent's work schedule might limit their availability to assist with homework, indirectly
affecting academic performance (Bronfenbrenner, 1979).
4. Microsystem:
- The microsystem consists of cultural contexts, including socioeconomic conditions, health
policies, and broader societal norms that can influence educational systems and outcomes. Cultural
attitudes towards education and the value placed on matriculation success are examples of
microsystem influences (Bronfenbrenner, 1979).
5. Chronosystem:
- This dimension acknowledges the role of time and transitions in an individual's life, such as
changes in family structure or educational policies over time that can impact matriculation rates
(Bronfenbrenner, 1986).

15
 CHAPTER THREE
RESEARCH METHODOLOGY

This chapter focused on the major methodological elements of the study. It discussed the description
of the study area, research design, primary and secondary data sources, methods of data collection,
sample size determination, methods of data analysis, ethical considerations, and the expected
outcome.

3.1 Description of the study Area

Yeka sub city is one of the 10 sub cities of Addis Ababa, the capital city of Ethiopia. According to
the 2007 national census, Yeka has a total population of 180,386. It is located in the west of Addis
Ababa and spans an area of 43.95 square kilometres.

Yeka has a mixed economy with residents engaged in both commercial and agricultural activities.
The main farming practices include dairy, poultry, vegetables and fruits. It is a hub for leather and
textile industries as well as manufacturing activities.

In terms of education, Yeka has several public and private schools as well as the Addis Ababa
Science and Technology University which is located within the sub city boundaries. The university
admits students from Yeka as well as other parts of Addis Ababa and surrounding areas.

With its proximity to the capital city yet rural characteristics in some parts, Yeka provides an
interesting case study landscape. It encapsulates both urban and peri-urban challenges which could
potentially impact the academic performance of residents. The mixed economic base also implies
diverse family backgrounds that students stem from. Studying factors influencing education
outcomes in Yeka can thus yield useful insights into matters faced in dynamic transitional
community

Figure 1.Map of yeka sub city

16
3.2. Research Design

The researcher was used description design. research aim only to describe, in detail, a situation or set
of circumstance. They aim at answering questions such as "how many?" and "who?" and "What is
happening?” A researcher that undertakes descriptive research wishes to do no more than add more
descriptive information to our knowledge of the social world in question

3.3 Research Approach

To increase the validity and reliability of study the researcher was applied both quantitative and
qualitative method, that means mixed approach because integrate approach was more preferable and
practical knowledge that enable the researcher to collect diverse type of data, which gives best
understanding of research problem (Green, J. 2007).

3.4 sources of data

The data that was be required to achieve objectives of the study are both primary and secondary data.

3.4.1PrimarySourcesofData

The researcher was gained primary source of data through questionnaire key informant interview,
and focus group discussion from community people and different concerned bodies such as
governmental and non-governmental organization.

3.4.2 Secondary Source of Data

The secondary source of data was collected using books, internet, and from existing data.

3.5. Method of Data Collection

3.5.1. Key Informant Interview

The key informant interview data collection tool consisted of a semi-structured interview guide that
covered various aspects of the research topic. The guide included open-ended questions that allowed
the key informants, which included a School Principal, School Vice-Principal, Guidance Counsellor,
Social Worker, two Teachers, two Parents, an Education Officer, and an Education Policymaker, to
share their in-depth knowledge, experiences, and perspectives on the factors contributing to
matriculation failure in the Yeka Subcity, Addis Ababa. The interview guide was designed to elicit
information about the challenges faced by students, the role of school administrators and teachers,
the involvement of parents and education officials, and potential strategies or interventions that
17
could be implemented to address the issue. The interviews were conducted in a conversational
manner, allowing the key informants to expand on their responses and provide additional context or
insights as needed. The data collected through these interviews was analysed to identify common
themes, patterns, and potential solutions to the problem of matriculation failure in the Yeka Subcity .

3.5.2 Focus Group Discussions

The focus group discussion data collection tool consisted of a structured discussion guide with a
series of open-ended questions and prompts designed to facilitate in-depth dialogues with groups of
10 participants representing different stakeholder perspectives on the issue of matriculation failure in
the Yeka Subcity. The guide covered topics such as the challenges faced by students in progressing
through the education system, the roles and responsibilities of teachers, school administrators, and
education officials, the involvement and support provided by parents and the local community, and
potential intervention strategies that could be implemented to address the problem. The facilitators of
the focus group discussions encouraged participants to share their personal experiences, ideas, and
suggestions, fostering a collaborative environment where diverse viewpoints could be heard and
explored. The qualitative data gathered through these focus group discussions was subsequently
analysed to identify recurrent themes, divergent perspectives, and promising approaches that could
inform the development of solutions to improve matriculation rates in the Yeka Subcity.

3.5.3QUESTIONARIES

The questionnaire included a range of closed-ended questions to gather demographic information, as

well as students' educational experiences, perceptions of school quality, family and community
support, and personal factors that may have influenced their academic performance and
matriculation outcomes. Additionally, the questionnaire featured open-ended questions that allowed
respondents to elaborate on the challenges they faced, the reasons for matriculation failure, and their
suggestions for potential interventions or policy changes that could address this issue more
effectively. The questionnaire was designed to be user-friendly, with clear instructions and a logical
flow, in order to encourage high participation rates and elicit meaningful responses from a diverse
cross-section of students, parents, teachers, and education stakeholders in the Yeka Subcity. The data
collected through this comprehensive questionnaire was then analysed using both quantitative and
qualitative techniques to uncover trends, patterns, and insights that could inform the development of
targeted strategies to improve matriculation outcomes in the region.

18
3.6Sampling Technique and Sample Size

The study employed a multi-pronged approach to data collection, incorporating focus group
discussions, key informant interviews, and questionnaire. For the focus group discussions, the
researchers used a purposive sampling technique consisting of 10 participants representing different
stakeholder perspectives, including students, parents, teachers, and education officials. Additionally,
the researchers conducted 10 in-depth key informant interviews with individuals holding influential
positions, such as school principals, guidance counsellors, social workers, and policymakers, to
gather their expert insights and experiences related to matriculation failure in the Yeka Subcity.
Finally, the questionnaire was administered to sample of 30 respondents, selected through a random
sampling method to ensure a representative cross-section of the population. This combination of
qualitative and quantitative data collection methods, along with the diverse sampling techniques,
allowed the researchers to obtain a comprehensive understanding of the factors contributing to
matriculation failure and to identify potential solutions that could be tailored to the specific needs
and dynamics of the Yeka Sub city.

3.7 Method of Data Analysis

The study was applied both qualitative and quantitative method of data analysis. The researcher used
frequency distribution; percentage descriptive statics test to analyse the data was applied. Table and
percentage to present the data quantitatively and qualitative method the data will analyse in a
descriptive way of analysis was employed.

3.8 Ethical Consideration

The research assessment on matriculation failure in Yeka Sub city, Addis Ababa, was guided by
ethical principles to ensure the privacy, dignity, and rights of the participants were respected.
Informed consent was obtained from all participants, and their personal information was kept
confidential. The researchers ensured that the participants understood the purpose and potential
impacts of the study, and that they were not coerced or persuaded to participate. The research was
also conducted in a way that minimized harm to the participants, and that respected their cultural and
social backgrounds.

19
 CHAPTER FOUR

DATA ANALYSIS AND INTERPRETATION

The data collected from the respondents through questionnaires, interviews from key informant and
FGD informant were analysed and interpreted to show clearly of the data.

4.1 quantitative data analysis and interpretation

The data which was obtained from the respondent through questionnaire was analysed by using
descriptive statistics. The researcher used table, percentage and frequency.

4.1.1 background information of respondents

Table 1: sex of the respondents

Sex Frequency Percentage %

Male 20 40%
Female 30 60%
Total 50 100%
Source; (2024)

As it shows on the above table (40%) of the respondents were found male and (60%) of the
respondents were found female. From this table the researcher can understand that the majority of
were female

Table 2: ages of the respondents

Age Frequency Percent %

18-20 10 20%
21-30 30 60%
31-40 5 10%
41-50 3 6%
51 and above 2 4%
Total 50 100%
Source; (2024)

20
The table shows the age distribution of a group of 50 individuals. The largest age group is 21-30
years old, which makes up 60% of the total. The next largest group is 18-20 years old, comprising
20% of the total. The 31-40 age group makes up 10% of the individuals, while the 41-50 age group
makes up 6% of the group. The smallest group is those aged 51 and above, which account for 4% of
the total. Overall, this is a relatively young group, with the majority (80%) being between 18-3years
old, and the older age groups (41 and above) making up a smaller portion, around 10% of the total.

Table 3: Religion of the respondents

Religion Frequency Percent %

Muslim 2 20%
Orthodox 5 50%
Protestant 3 30%
Other - -
Total 10 100%

From this table, it can be observed that:20% of the respondents identified as Muslims.50% of the
respondents identified as Orthodox.30% of the respondents identified as Protestants.

Table 4: level of education of the respondents

Educational level Frequency Percentage %

Grade 9-12 10 20%
Remedial 25 50%
Diploma 10 20%
Above diploma 5 10%
Total 10 100%

The table shows the educational level distribution of a group of 50 individuals. The largest group is
the Remedial category, which makes up 50% of the total. The Grade 9-12 and Diploma levels each
account for 20% of the group, while the smallest portion is the Above diploma category at 10%.
Overall, this appears to be a group skewed towards the lower end of the educational spectrum, with
the majority (70%) in the Remedial or Grade 9-12 levels, and only 10% having education above the
diploma level.

21
Table 5: Frequency and percentage of distributions of on Most academic challenges

Most academic challenge Frequency Percentage

faced by students
Insufficient study material 10 20%
Overcrowded class 15 30%
Language barriers 5 10%
Inadequate teacher supports 12 24
Lack of motivation 8 16%
Total 50 100%

Based on the results, the most common academic challenge faced by students in Yeka Subcity
appears to be overcrowded classrooms, which makes up 30% of the responses. Inadequate teacher
support is the second most common challenge at 24%, followed by insufficient study materials at
20%, lack of motivation at 16%, and language barriers at 10%.

Additionally, The Focused Group Discussions (FGDs) conducted with teachers, students, and
parents in Yeka Sub city revealed several key academic challenges. Overcrowded classrooms, with
often more than 50 students per room, made it difficult for teachers to provide individualized
attention and support, leading to issues with classroom management and limited student engagement.
Additionally, the scarcity of textbooks, learning aids, and other essential educational materials forced
students to rely heavily on teacher-provided notes, limiting their ability to actively engage with the
curriculum. Participants also acknowledged that teachers often lacked the necessary training,
mentorship, and administrative support to effectively manage their classrooms and deliver high-
quality instruction, exacerbated by high student-to-teacher ratios and limited professional
development opportunities. Language barriers were another challenge, as the use of Amharic as the
primary language of instruction posed significant difficulties for some students, particularly those
from marginalized communities, in comprehending lesson content and participating in class
discussions. Also The Key Informant Interviews (KIIs) with school administrators, education
officials, and community leaders provided additional insights. They emphasized that many students
come from disadvantaged socioeconomic backgrounds, with families struggling to afford basic
necessities, let alone educational expenses. This financial burden contributed to issues such as
irregular school attendance, poor nutrition, and a lack of support for learning at home. Furthermore,
while some schools have made efforts to integrate digital learning tools, many students, especially
those from low-income households, lack access to computers, laptops, or reliable internet
connectivity, limiting their ability to engage in technology-based learning activities. Interviewees

22
also noted the scarcity of school counsellors and mentorship programs, which could otherwise
provide valuable guidance and support to students navigating academic, personal, and social
challenges. Additionally, key informants highlighted the need to review and strengthen the
relevance, adaptability, and assessment methods of the curriculum to better meet the diverse learning
needs of students in Yeka Sub city.

Table6: Frequency and percentage of distributions of on Factors contributing to matriculation failure

Factors contributing to Frequency Percentage

matriculation failure
Economic hardship 18 36%
Poor school infrastructure 12 24%
Family issues 9 18%
Peer pressure 6 12%
Ineffective teaching methods 5 10%
Total 50 100%

The data indicates that the factor that contributes most to matriculation failure is economic hardship,
with 36% of respondents identifying it as the primary contributor. This aligns with the insights from
the Key Informant Interviews, which highlighted that many students come from disadvantaged
socioeconomic backgrounds, and the financial burden faced by their families can lead to issues such
as irregular school attendance, poor nutrition, and a lack of support for learning at home.

The second highest contributor is poor school infrastructure, with 24% of respondents citing this
factor. This echoes the findings from the Focused Group Discussions, which revealed the scarcity of
textbooks, learning aids, and other essential educational materials in many schools, limiting students'
ability to actively engage with the curriculum.

Family issues and peer pressure were also identified as significant contributors, with 18% and 12%
of respondents, respectively, highlighting these factors. This suggests that the academic challenges
faced by students are not solely confined to the school environment, but are also influenced by their
home and social contexts.

Interestingly, only 10% of respondents cited ineffective teaching methods as a key contributor to
matriculation failure. This may indicate that while the quality of instruction is important, the other
contextual factors, such as economic hardship and infrastructure limitations, play a more dominant
role in hindering student success.

23
Additionally, the FGD and Key Informant Interviews provide further insights into the multifaceted
nature of the academic challenges faced by students in Yeka Sub city. The FGDs revealed issues
such as overcrowded classrooms, lack of learning resources, inadequate teacher support, and
language barriers, all of which can significantly impact student learning and engagement. The KIIs,
on the other hand, highlighted the influence of socioeconomic factors, uneven access to technology,
gaps in counselling and mentorship, and weaknesses in the curriculum and assessment methods,
further underscoring the need for a holistic, community-driven approach to address these challenges
and improve educational outcomes in the region.

Table7; Frequency and percentage of distributions of on Are their effective support system available
for students facing academic challenge

Are their effective support Frequency Percentage

systems
Many and very effective 3 6%
Some and somewhat 12l 24%
effective
Few and not very effective 22 44%
None at all 8 16%
Not sure 5 10%
Total 50 100%

The data suggests that the majority of respondents (44%) believe that there are few and not very
effective support systems available for students facing academic challenges in Yeka Subcity. This
indicates a significant gap in the availability and quality of support services for students who are
struggling with their studies.

Additionally, 16% of respondents reported that there are no support systems at all, while 10% were
unsure about the existing support systems. This further highlights the need for improvement in the
provision of academic support and resources for students in the region.

On the other hand, a smaller percentage of respondents (24%) reported that there are some and
somewhat effective support systems available, while only 6% believe that there are many and very
effective support systems in place.

The Focused Group Discussions and Key Informant Interviews provide further insights into the
availability and effectiveness of support systems for students facing academic challenges in Yeka
Sub city.
24
The FGDs revealed that there are limited extracurricular activities, mentorship programs, and
counselling services available in many schools. Students often rely on informal peer support and
occasional assistance from teachers, but these are not consistently accessible or tailored to their
individual needs.

The KIIs, on the other hand, highlighted the existence of some government-funded initiatives, such
as scholarship programs and remedial classes, but acknowledged that these efforts are often
underfunded, understaffed, and not reaching the majority of students who need support. Interviewees
also noted the lack of coordination and integration between the various support services, resulting in
a fragmented and ineffective system.

The findings from both the survey and the qualitative data suggest that there is a critical need to
strengthen and expand the availability of effective support systems for students facing academic
challenges in Yeka Sub city. This may involve increasing investment in student counselling, tutoring,
mentorship programs, and targeted interventions to address the diverse needs of the student
population. Improving the coordination and collaboration among different stakeholders, such as
schools, government agencies, and community organizations, can also contribute to the development
of a more comprehensive and responsive support network for students in the region

Table8; Frequency and percentage of distributions of on Recommendations would most improve

matriculation outcomes

Recommendation would Frequency Percentage

most improve matriculation
outcomes
Implementing additional 15 30%
tutoring
Increasing parental 10 20%
involvement
Improving school facilities 12 24%
Providing teacher training 8 16%
Offering mental health 5 10%
support
Total 50 100%

25
The data suggests that the recommendation that respondents believe would most improve
matriculation outcomes is implementing additional tutoring programs, with 30% of respondents
selecting this option.

This aligns with the findings from the Focused Group Discussions, where students expressed a
strong need for more personalized academic support and one-on-one assistance to help them
overcome their learning challenges. The Key Informant Interviews also highlighted the potential
impact of targeted tutoring programs in addressing skill gaps and improving student performance.

The second most popular recommendation is improving school facilities, with 24% of respondents
selecting this option. This reflects the concerns raised in both the FGDs and KIIs about the poor state
of infrastructure and learning resources in many schools, which can hinder students' ability to engage
effectively with the curriculum.

Increasing parental involvement, at 20%, was the third most preferred recommendation. This
suggests an acknowledgment of the important role that families and caregivers play in supporting
students' academic success, through activities such as monitoring homework, attending school
events, and providing a conducive learning environment at home.

Providing teacher training (16%) and offering mental health support (10%) were the less emphasized
recommendations, but still recognized as important contributors to improving matriculation
outcomes.

The findings from the survey, FGDs, and KIIs highlight the multifaceted nature of the challenges
faced by students in Yeka Sub city and the need for a comprehensive approach to address them.
While the top recommendations focus on academic support, infrastructure, and family engagement,
the data also suggests the importance of investing in teacher development and student wellbeing as
part of a holistic strategy to enhance matriculation success.

Ultimately, the respondents' preferences for these recommendations underscores the need for a
collaborative effort involving schools, families, and the broader community to create an enabling
environment that empowers students to achieve their academic goals and transition successfully into
higher education or the workforce.

26
Table 9; Frequency and percentage of distributions of on institutional factors that affect students

Institutional factors that Frequency Percentage

affect students
School leadership and 14 28%
policies
Quality curriculum 11 22%
Availability of 6 12%
extracurricular activities
Teacher to student ratio 12 24%
Examination and assessment 7 14%
methods
Total 50 100%

The data suggests that the institutional factor that respondents believe most affects students' ability to
overcome academic challenges is school leadership and policies, with 28% of respondents selecting
this option.

This finding aligns with the insights from the Focused Group Discussions, where students expressed
concerns about the lack of effective leadership and administrative support in their schools. They
highlighted issues such as poor communication, inflexible policies, and the absence of clear
mechanisms for addressing student needs.

The Key Informant Interviews also emphasized the critical role of school leadership in creating an
enabling environment for student success. Interviewees noted that effective school leaders who
prioritize academic support, foster collaborative relationships with teachers, and engage with the
broader community can significantly enhance the school's capacity to support students facing
academic challenges.

The second most influential factor is the teacher-to-student ratio, with 24% of respondents selecting
this option. This reflects the concerns raised in both the FGDs and KIIs about large class sizes and
the inability of teachers to provide individualized attention and support to struggling students.

The quality of the curriculum, at 22%, was the third most cited factor. This suggests that respondents
recognize the importance of having a curriculum that is aligned with students' learning needs,
provides appropriate scaffolding, and allows for the development of critical thinking and problem-
solving skills.

27
The availability of extracurricular activities (12%) and examination and assessment methods (14%)
were relatively less emphasized as institutional factors affecting students' ability to overcome
academic challenges.

The findings from the survey, FGDs, and KIIs indicate that a combination of strong school
leadership, appropriate teacher-to-student ratios, and a well-designed curriculum are essential in
creating a supportive environment for students facing academic difficulties. Addressing these
institutional factors can enhance the effectiveness of other interventions, such as tutoring programs
and mental health support, in improving student outcomes.

Overall, the data highlights the need for a comprehensive, system-level approach to addressing the
academic challenges faced by students in Yeka Subcity, with a focus on strengthening the
institutional capacity and resources of schools to better support student success.

Table10; Frequency and percentage of distributions of on Family level factors influencing students

Family level factors Frequency Percentage

influencing students
Significantly 20 40%
Moderately 15 30%
Slightly 8 16%
Not at all 2 4%
It varies greatly 5 10%
Total 50 100%

The data suggests that the majority of respondents (70%) believe that family-level factors have a
significant or moderate influence on students' academic challenges and matriculation outcomes.

Specifically, 40% of respondents selected the "Significantly" option, indicating a strong recognition
of the important role that family-level factors play in shaping students' educational experiences and
outcomes. This aligns with the insights from the Focused Group Discussions, where students
highlighted the impact of factors such as parental involvement, socioeconomic status, and family
responsibilities on their ability to focus on their studies and succeed academically.

The Key Informant Interviews also emphasized the significance of family-level factors, with school
administrators and community leaders noting that students from more supportive and resourced
home environments tend to have better academic outcomes and higher rates of matriculation.

28
The 30% of respondents who selected the "Moderately" option suggests an acknowledgment that
family-level factors are one of several important influences on student success, alongside other
factors like school quality, teacher effectiveness, and individual motivation.

A smaller proportion of respondents (16%) believe that family-level factors have only a "Slightly"
influence, while 4% indicated that they have "Not at all" influence on students' academic challenges
and matriculation outcomes.

The 10% of respondents who selected the "It varies greatly" option underscores the complex and
multifaceted nature of the relationship between family-level factors and student outcomes. This
recognition of contextual variability is consistent with the insights from the FGDs and KIIs, which
highlighted the diverse socioeconomic and cultural backgrounds of students in the Yeka Subcity.

Overall, the survey data, combined with the findings from the qualitative research, suggests that
family-level factors are a critical consideration in understanding and addressing the academic
challenges faced by students in the Yeka Subcity. Tailored interventions and support systems that
engage families and address their specific needs may be particularly important in improving
matriculation outcomes.

Table 11; Frequency and percentage of distributions of on Individual level factor that affect students’
academic performance

Individual factor that affects Frequency Percentage

students’ academic
performance
Personal study habits 18 36%
Health and nutrition 7 14%
Personal goal and 11 22%
aspirations
Time management skills 9 18%
Self-steam and confidence 5 10%
Total 50 100%

The survey results indicate that the individual-level factor that respondents believe most affects a
student's academic performance is personal study habits, with 36% of respondents selecting this
option.

This finding aligns with the insights from the Focused Group Discussions, where students
emphasized the importance of developing effective study habits, such as creating a dedicated study
29
space, setting regular study schedules, and actively engaging with the course material. They
highlighted how poor study habits can contribute to academic challenges and, ultimately,
matriculation failure.

The Key Informant Interviews also underscored the critical role of personal study habits, with
teachers and school administrators noting that students who demonstrate strong self-discipline and
commitment to their studies tend to have better academic outcomes.

The second most influential individual-level factor, according to the respondents, is personal goals
and aspirations, with 22% of respondents selecting this option. This suggests an understanding that a
student's academic performance is strongly linked to their intrinsic motivation, future aspirations,
and overall sense of purpose.

The FGDs and KIIs also highlighted the importance of personal goals and aspirations, with students
and educators emphasizing the need for students to have a clear vision for their future and to see the
relevance of their academic work to their long-term goals.

Time management skills (18%) and health and nutrition (14%) were also identified as significant
individual-level factors, underscoring the multifaceted nature of academic performance.

Interestingly, self-esteem and confidence was the least cited factor, with only 10% of respondents
selecting this option. This may suggest that respondents view personal study habits, goals, and time
management as more directly linked to academic outcomes, while the influence of self-esteem and
confidence is perhaps seen as more indirect or context-dependent

Table12; Frequency and percentage of distributions of on Policy changes recommendations

Policy changes Frequency Percentage

recommendations
More funding to education 13 26%
Reforming the matriculation 11 22%
exam system
Creating inclusive education 18 36%
policies
Providing scholarships for 10 20%
higher education
Ensuring equitable access to 7 14%
technology
Total 50 100%

30
The survey results indicate that the policy change that respondents believe would most improve
academic outcomes is increased funding for education, with 26% of respondents selecting this
option.

This finding aligns with the insights from the Focused Group Discussions and Key Informant
Interviews, where participants emphasized the need for greater investment in educational resources,
infrastructure, and teacher salaries. They highlighted how inadequate funding often leads to
overcrowded classrooms, outdated learning materials, and a lack of essential educational services, all
of which can contribute to poor academic performance and matriculation failure.

The second most popular recommendation is reforming the matriculation exam system, with 22% of
respondents selecting this option. This suggests an acknowledgment that the current exam structure
may not be effectively assessing or supporting student learning. The FGDs and KIIs also revealed
concerns about the high-stakes nature of the matriculation exams and their potential to exacerbate
academic stress and anxiety among students.

Providing scholarships for higher education (20%) and creating inclusive education policies (18%)
were also identified as important policy recommendations, reflecting the need to address barriers to
educational access and equity.

Interestingly, ensuring equitable access to technology was the least cited policy recommendation,
with only 14% of respondents selecting this option. This may suggest that respondents view other
factors, such as funding and exam reform, as more pressing priorities for improving academic
outcomes.

Here is a table summarizing the responses to the question "Who should be most involved in making
improvements to the education system in Yeka Sub city?" with a total of 50 respondents:

Table 13; Frequency and percentage of distributions of on who should be most involved in making
improvements to education system

Who should be most Frequency Percentage

involved
Government officials 12 24%
School administrators and 16 32%

31
 teachers
Parent and guardians 8 16%
Student themselves 9 18%
Community and 5 10%
organizations
Total 50 100%

The survey results indicate that respondents believe school administrators and teachers should be the
most involved in making improvements to the education system in the Yeka Subcity, with 32% of
respondents selecting this option.

This finding is consistent with the insights gathered during the Focused Group Discussions and Key
Informant Interviews, where participants emphasized the critical role of educators in driving positive
change within the education system. Educators were seen as having the closest understanding of the
challenges faced by students and the most direct influence on the learning environment.

The next highest-ranked stakeholder group was government officials, with 24% of respondents
selecting this option. This suggests an acknowledgment that systemic changes and policy-level
interventions are also necessary to improve the education system. The FGDs and KIIs highlighted
the need for stronger collaboration between the government, schools, and the community to address
the multifaceted challenges facing the education sector.

Students themselves were the third most selected stakeholder group, with 18% of respondents
identifying them as key participants in improving the education system. This aligns with the
qualitative research, where students emphasized the importance of having a voice in the decision-
making process and being actively involved in shaping the changes that affect them.

Parents and guardians were selected by 16% of respondents, underscoring the vital role that families
play in supporting and advocating for educational improvements. The FGDs and KIIs revealed the
challenges faced by many parents in providing adequate support and resources for their children's
education, and the need to empower them as partners in the process.

Interestingly, community organizations were the least selected stakeholder group, with only 10% of
respondents identifying them as key players. This may suggest that respondents view the primary
responsibility for education improvements as residing within the formal education system and
government structures, rather than the broader community.

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 CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS

33
This chapter discusses the conclusions drawn based on the findings of the study and
recommendations suggested to address the problems.

5.1Conclusion

The comprehensive Questionary, focus group discussions, and key informant interviews conducted
in the Yeka Subcity have provided a detailed understanding of the factors contributing to
matriculation failure and the policy changes that could potentially improve academic outcomes in
the region.

The study results indicate that the most significant factor contributing to matriculation failure is the
lack of adequate funding for education. Respondents highlighted the need for increased investment
in educational resources, infrastructure, and teacher salaries to address the challenges of
overcrowded classrooms, outdated learning materials, and insufficient educational services. This
finding is corroborated by the qualitative insights, where participants emphasized the crucial role of
sufficient funding in creating a conducive learning environment and supporting student success.

In addition to the need for increased funding, the questionnaire respondents also identified the
importance of reforming the matriculation exam system. Concerns were raised about the high-stakes
nature of these exams and their potential to exacerbate academic stress and anxiety among students.
Participants in the FGDs and KIIs further elaborated on the need to restructure the examination
process to better align with the learning objectives and to provide more comprehensive assessment
of student knowledge and skills.

The study results also revealed the importance of creating inclusive education policies, providing
scholarships for higher education, and ensuring equitable access to technology as key policy
recommendations. These findings underscore the multifaceted nature of the challenges facing the
education system and the need for a holistic approach to addressing the barriers to educational
attainment.

In terms of stakeholder involvement, the survey respondents highlighted the primary roles of school
administrators, teachers, and government officials in driving improvements to the education system.
However, the active participation of students, parents, and community organizations was also
recognized as essential for achieving meaningful and sustainable change. The FGDs and KIIs further
emphasized the importance of collaboration and shared responsibility among these stakeholders to
address the complex issues facing the education sector in the Yeka Subcity.

Overall, the findings from this research project provide valuable insights and actionable
recommendations for policymakers, education authorities, and community stakeholders to strengthen
the education system and improve academic outcomes in the Yeka Subcity. By addressing the
34
identified challenges and implementing the recommended policy changes, the region can work
towards a more equitable and effective education system that supports the academic success and
personal development of all students.

5.2 RECOMMENDATION

strategic recommendations have been formulated to address the issue comprehensively. To begin,
schools must be equipped with adequate educational resources, including quality textbooks, teaching
materials, and up-to-date technological resources. The enhancement of library facilities and school
infrastructure is essential to foster an environment conducive to effective learning. Alongside
resource allocation, the emphasis on teacher training and professional development is critical. By
offering regular training programs and professional development opportunities, teachers can stay
current with the latest educational practices and refine their instructional methods.

Parental involvement is another cornerstone of student success. By organizing workshops and

parent-teacher meetings, and establishing robust communication channels, parents can be better
engaged in their children's education. This engagement is crucial for creating a supportive learning
environment at home. In parallel, the introduction of mentoring and tutoring programs can provide
students with the personalized support they need. These programs, staffed by older students or
trained mentors, can help address both academic and emotional challenges faced by students.
Additionally, curriculum reforms should be undertaken to ensure content relevance and the
incorporation of interactive teaching methods that encourage critical thinking and creativity.

The availability of comprehensive guidance and counselling services in schools is also of paramount
importance. These services should include career counselling to assist students in making informed
decisions about their future and psychological support to address any emotional and mental health
concerns. Collaborative partnerships should be fostered among schools, educational authorities, and
community organizations to share resources and best practices. Moreover, regular monitoring and
evaluation of interventions are vital to assess their effectiveness and to make data-driven decisions
for continuous improvement.

In conclusion, these measures, supported by ongoing research and policy advocacy, are designed to
create a robust framework to combat matriculation failure. By ensuring that schools are well-
35
resourced, that educators are skilled and supported, and that parents and community members are
actively involved, the foundation for student success is strengthened. Through these collaborative
efforts, the goal of enhancing educational outcomes and student well-being in Addis Ababa Becomes
an attainable reality.

REFERENCE

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Ethiopia. International Journal of Research in
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 Addis Ababa City Administration. (2020). Education and Training Sector Development Plan
(2020-2025). Addis Ababa, Ethiopia.

 Akinnaso, F. (2018). The impact of academic preparedness on student success in higher

education. Journal of Education and Human Development, 7(1), 1-10.
 Alemu, T. (2019). Assessment of Matriculation Failure in Addis Ababa Public High Schools.
Master's thesis, Addis Ababa University.
 Alexander, K. L. (2001). The role of socioeconomic status in academic achievement. Journal
of Educational Psychology, 93(2), 249-264.
 Alipour, M., et al. (2018). The impact of academic preparedness on student success in higher
education. Journal of Education and Human Development, 7(1), 1-9.
 Brown, S. (2019). The impact of learning disabilities on student success in higher education.
Journal of Special Education, 52(2), 101-115.
 . Darling-Hammond, L. (2006). Convergence and divergence in teacher preparation: The
implications of differing conceptions of teaching. Journal of Teacher Education, 57(5), 336-
343.
 Entwisle, D. R. (1997). A framework for understanding the influences of family, school, and
community on student achievement. Educational Psychologist, 32(2), 135-154.
 Ethiopian Ministry of Education. (2018). Higher education in Ethiopia. Retrieved from
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<https://ec.europa.eu/education/higher-education-europe_en.html>
 Federal Democratic Republic of Ethiopia. (2019). Education and Training Policy. Addis
Ababa: Ministry of Education.
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Research Paper, 1-10.
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success. The Journal of Higher Education, 88(5), 553-571.
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  National Student Clearinghouse. (2020). National student clearinghouse research center.
Retrieved from https://nscresearchcenter.org/
 National Center for Education Statistics. (2020). High school dropout and completion rates.
Washington, DC: U.S. Department of Education.
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Journal of Student Financial Aid, 46(2), 23-34.
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APPENDIX 1
KOTEBE UNIVERSITY OF EDUCATION
College of Social Science
Department Of Social Work
An Interview and questionnaire Guide Question Prepared for the Community
Dear Respondents

My name is Lina yassin. The aim of this interview and questionnaire was to collected the data for
research in titled of An Investigation of Factors Contributing to Matriculation Failure in Yeka

38
Subcity, Addis Ababa, Academic Year 2022-2023: A Case Study “Also, it is for the partial
fulfilment of the requirement of degree of BA in social work. Moreover, the finding of this study was
for academic purpose only. Hence, you are kindly requested to given have valuable data according to
the nature of each question.

General Instruction

No need of name and address use tics (×} s

The researcher is responsible for your answer

Part one; Background information of the respondent

1. Sex: A. Male B. female

2. Age A.18- 20 B. 21-30

C. 31-40 D. 41-50 E.51 and above

3 Educational status:

A. below grade 8 C. grade 9-12

B. Remedial D. above diploma

4.Religion , A.Orthodox B. Muslim

C. Protestant D.other

Part 1 ; Questionaries
1. Which of the following do you consider the most common academic challenge faced by students
in Yeka Sub city?
A) Insufficient study materials
B) Overcrowded classrooms
C) Language barriers
D) Inadequate teacher support
E) Lack of motivation

39
2. How do academic challenges most significantly impact students' matriculation success?
A) Lowering exam scores
B) Increasing dropout rates
C) Causing stress and anxiety
D) Reducing participation in class
E) Affecting time management

3. Are there effective support systems available for students facing academic challenges in Yeka Sub
city?
A) Many and very effective
B) Some and somewhat effective
C) Few and not very effective
D) None at all
E) Not sure

4. Which of the following recommendations do you believe would most improve matriculation
outcomes?
A) Implementing additional tutoring programs
B) Increasing parental involvement
C) Improving school facilities
D) Providing teacher training
E) Offering mental health support

5. Which institutional factor do you feel most affects students' ability to overcome academic
challenges?
A) School leadership and policies
B) Quality of curriculum
C) Availability of extracurricular activities
D) Teacher-to-student ratio
E) Examination and assessment methods

6. How do family-level factors influence students' academic challenges and matriculation outcomes?
A) Significantly
40
 B) Moderately
C) Slightly
D) Not at all
E) It varies greatly

7.Which individual-level factor do you think most affects a student's academic performance?
A) Personal study habits
B) Health and nutrition
C) Personal goals and aspirations
D) Time management skills
E) Self-esteem and confidence

8. What policy change would you recommend to improve academic outcomes?

A) More funding for education
B) Reforming the matriculation exam system
C) Creating inclusive education policies
D) Providing scholarships for higher education
E) Ensuring equitable access to technology
9. Who should be most involved in making improvements to the education system in Yeka sub city?
A) Government officials
B) School administrators and teachers
C) Parents and guardians
D) Students themselves
E) Community organizations

Part 2; Guiding question for FGD participants

1. What are the most common academic challenges faced by students in Yeka Sub city, Addis Ababa
during the 2022-2023 academic year?

2. How do these academic challenges impact the students' matriculation success?

3. What factors do you think contribute to matriculation failure among students in Yeka Sub city,
Addis Ababa during the 2022-2023 academic year?

41
4. What support systems or resources are currently available to students in Yeka Sub city to help
them overcome the8ir academic challenges and improve their matriculation outcomes?

5. What recommendations do you have for improving matriculation outcomes for students in Yeka
Sub city, Addis Ababa during the 2022-2023 academic year and beyond?

Part 3; Guiding questions for Key informant participants

1. What are the most common academic challenges faced by students in Yeka Sub city, Addis Ababa
during the 2022-2023 academic year?

2. What factors do you believe contribute to matriculation failure among students in Yeka Sub city,
Addis Ababa during the 2022-2023 academic year?

3. From your experience and observations, what are some of the key institutional, family, or
individual-level factors that contribute to the academic challenges and matriculation failure of
students in Yeka Sub city?

4. Based on your expertise, what recommendations would you provide to policymakers, school
administrators, and other stakeholders to improve matriculation outcomes for students in Yeka Sub
city, Addis Ababa during the 2022-2023 academic year and beyond?

42