Gelane Degifie MA Final Thesis

In this thesis we will discuss about science, technology education and below are the summaries point:- The chapter discusses the background of the study, which emphasizes the importance of education for national development, with education being considered as the key to human progress. Girls' education is considered as the most effective development investment in the country, especially in Ethiopia. The problem of gender discrimination in every walk of girls' lives is highlighted, which includes education and employment opportunities. The chapter shows that in Ethiopia, girls' participation and attainment in education levels is lower than their male counterparts, especially in secondary and tertiary education levels. Female students also tend to drop out and repeat classes more than male students. The teacher's influence is identified as being significant in promoting gender stereotyping of subjects, which is a significant constraint for females in given fields of study. The chapter also highlights the gender disparity in science and technology education, which hinders females from participating in a wide range of career opportunities, better remunerated and excludes them from professional sectors. The chapter concludes by stating that the problem of limited academic choices for female students in Ethiopia, especially in rural areas, is one that needs to be addressed. Poor performance in science, mathematics, and technical subjects hinders girls' entry into higher education levels, leading to a negative impact on the national capacity building in various sectors.

CHAPTER ONE
1. INTRODUCTION
This chapter deals with background of the study, statements of the problems, objectives of the
study, significance of the study, delimitation of the study, limitation of the study, operational
definitions of terms and organization of the study.
1.1. Background of the study
All countries of the world and especially the sub-Sahara African countries have come to realize
the importance of education for national development. In the development of human resource, it
is education, which holds the key to human progress. Hence, education is regarded as the basic
for all rounded development of individuals, Society and nation. There is a high correlation
between education and national development in general and human resource development in
particular.
With this regard, today girls’ education is widely recognized as the most effective development
investment country can make. The education of girls enhances economic productivity, reduces
fertility rates, lower infant and maternal mortality and improves the health and nutritional status.
It promotes sound management of environmental resource and closely linked with the reduction
of poverty through women’s absorption in the economy as employees and in self-employment
(Edda, 2000).
Therefore, the education of girls has particular significance to Ethiopia where economic and
social development is limited by rapid population growth and inadequate development of the
human resource base. This impact of education can fully be realized when women in a country
have equal opportunity and access to education to that of men. However, girls in third world
particular in Ethiopia are subjected to gender discrimination in every walk of their life. They
exposed to gender disparity in economic, social, cultural and legal and do have less access to
education and employment (Tirufat, 1998; in her study of female students’ performance and
stream choice in high schools Addis Ababa)
Genet, (1991) also showed that in Ethiopia the participation and attainment of girls in all
educational levels is lower than their male counter parts. And the disparity is between the two
1

sexes becomes significant in secondary and tertiary education levels. Female students drop out
and repeaters in class are greater than male students. Many of them concentrated in fields such as
secretaries’ home economics, nursing and teaching in elementary schools.
Moreover, it is common across in almost all countries that not only, the participation of girls in
secondary level is low in terms of number compared to boy but also the type of courses offered
or opted for by than are traditionally accepted feminine courses. It is believed that gender in
balance in different field of study is a result of combination of factors such as cultural factors,
school factors, home factors etc.… The cultural factors that arise from gender specific beliefs
and bases in a society don’t allow females to aspire careers that all perceived as male domain due
to being a tirade of disapproval from other (Hyde, 1993). The school environment such as
teachers, peers, learning materials plays vital role in transmitting all forms of beliefs that
reinforce gender in equalities in natural science and technical fields, the image of subjects as
male domains in school environment affects female’s field of study choices (Wolpe, 1997).
This perception of some subjects as male domain in school environment in a form of
psychological barriers limits female students’ field of study. For Instance female perception of
mathematics and science as male domain make reluctant to study these fields (Betzn, 1997).
Among the school factors particularly teacher have strong powerful influence on the attitude,
interest and achievement of students in given subject gender stereotyping of subjects promoted
by teachers appears to be major constraints for females to given field of study (Khate ,1993).
Education is essential in building science and technological capabilities. However, women in the
world particularly in developing countries or increasingly deprived from scientific and
technological development, this gender disparity in science and technology are unacceptably
high and become a series problem in the society. Gender disparity in educational attainment is
directly related to differences in occupational opportunities (Finn, Rois and Dulbers, 1982).
Gender inequality in science and technology education hinders female from participation in the
wide range of careers opportunities and excludes them from professional that are better
remunerated, and also force them to be concentrated in to low paid. In improving the status of
women government has pay special attention to the equal access of girls and women to scientific,
2

technical and vocation. Educations and training percent of the development of society is passive
when looking to females. Have equal opportunity of participation in scientific and technical
development as these male counterparts (Snyder and Mary). Therefore, female students are
highly concentrated in the stream of social science rather than natural science in secondary and
preparatory schools of Gamo Gofa zone.
1.2. Statement of the problem
In most secondary education level of Ethiopia, especially rural areas female students’ academic
choice is limited to specific areas. It is true that girls tend to enroll in education and art subjects
and to be under represented in science subjects and mathematics where boys and men dominate
(Odaga and Heneveld, 1995). This condition in the future will lead to more gender imbalance in
the labor force and brings negative impact on the national capacity building in various sectors.
Thus, it calls for improvement (Maritila Dalmons et al, 2004).
Moreover, at secondary levels girls’ academic choice is more inclined to art subject. Poor
performance at primary and secondary levels of education with particular reference to science,
mathematics and technical subjects hinder girl’s entry in to a success in higher levels (Edda
Gachukia, 2000).
As Tirufat’s, (1998) study on female students’ performance and participation in high schools of
Addis Ababa showed that there is less participation when it is compared with boys. It is more
advisable if students get introduction of vocational courses before they complete their high
school education. This can simplify the difficulty of identifying the right stream for each of
them. Every individual can have his/her choice before he/she arrives in the training institution for
registration. To this effect, the results on the students’ high school transcript EGSECE and
entrance exam prepared and conducted in each department also can indicate the students’ area of
interest and ability. In addition to this before students are selected and streamed, they should get
proper and adequate orientation in each department by those who are well quailed and
experienced department instructors. The approach how to know and determine their field of
interest should be also provided by interest should be also provided by professional counselors;
and the determination should be left for the individual student (Birehanu, 1992).
3

The limited participation of female students in science and related of study is part of general in
equality to the access of education. The study was aimed at investing the magnitude of the
gender disparity in secondary and preparatory schools focusing on the female students’ stream
choice and academic performance. It also attends to find out some of gender related barriers to
females participation in the fields which requires more physical activities.
Therefore, to improve girls’ academic performance, achievement and stream choice, it requires a
clear understanding of the home and school factors (parents, teachers, peer groups, curriculum
materials, distance, school type etc.…) that influence and discourage them. Hence, this study is a
practical step to examine the current trend of secondary and preparatory school girl students’
stream choice and to identify the in and out of school factors which affect their stream choice
and educational achievement and finally to indicate the possible solutions which may help in
alleviating the problems of stream choice in secondary and preparatory school of Gamo Gofa
Zone.
Accordingly, the following research questions are formulated to answer in the course of this
study.
1. Which streams or areas of studies do female students often prefer to join and why?
2. What is the attitude of female students towards their stream choice?
3. What is the status of female students’ performance and stream choice in secondary and
preparatory school of Gamo Gofa Zone?
4. What are the factors that affect streaming of students in secondary and preparatory school of
Gamo Gofa Zone?
4

1.3. Objectives of the Study
1.3.1. General Objective
The general objective of this study is to assess the stream choice and their academic performance
of female students in some selected government secondary and preparatory school of Gamo Gofa
Zone.
1.3.2. Specific Objectives
Specific objectives of the study will include:
1. To identify the streams or areas of studies that female students often prefer to join.
2. To identify the attitudes of female students towards their stream choice and academic
performance.
3. To identify the status of female students performance and their stream choice in secondary and
preparatory school of Gamo Gofa Zone.
4. To identify the factors that affects the stream choice of female students in secondary and
preparatory schools.
1.4. Significance of the study
As confirmed by different practitioners in the field of education, there is a clear disparity in the
participation and achievement in the field of education between the two sexes; females and
males. When we come to the main point of this study; stream choice of female students in
secondary and preparatory school, the study indicates that most girls have enroll in to the field of
social science stream.
Thus, this study is important; in designing strategies that might help in increasing the balancing
participation and achievement of girls’ in different fields of science and technology. It can
provide ideas to teachers, secondary and preparatory schools and educational personnel to review
their approach and enhance female education and it also can provide information to policy
makers, parents and the society at large so that they become fully aware of the reality of schools
and the problems of students and make effort to alleviate the problems. And finally, it can be
used as a starting point for further research in the area.
5

1.5. Delimitation of the study
The study was delimited in both content wise and geographically. The contents are delimited to
assess the stream choice and academic performance of female students in secondary and
preparatory school of Gamo Gofa Zone.
Geographically the scope of this study was delimited to six secondary and preparatory schools
within four woredas of Gamo Gofa Zone. Therefore, the finding of this research was generalized
for general secondary and preparatory schools of Gamo Gofa Zone without considering primary
one or private secondary and preparatory schools of nearby. The reason why the study focus on
the government secondary and preparatory school only, is that, there is no other well organized
private secondary and preparatory schools in the Gamo Gofa Zone.
1.6. Limitations of the study
The results of the study should be interpreted with the following limitations in mind, namely: Since
the study was delimited to four woredas in the Zone and, the results cannot be generalized to all
secondary and preparatory schools in the Zone. Secondly, in addition to females students’ stream
choice was influenced by many factors such as: (parents, teachers, peer groups, curriculum
materials, school type etc.…) that influence and discourage them.
On the other hand the geographical delimitation of the study which was the setting of secondary
and preparatory schools of this study were very far away from each other. The center of the
researcher was Chencha woreda in Gamo Gofa Zone and other three woredas of five secondary
and preparatory schools found in far distance about 80-90km from the center. Therefore, some
problems were faced during conducting the study was: time constraints, money, and
transportation. Therefore, the study was confronted as to how stream choice linked with the
academic performance of female students. Thus, limitations were observed in the collection,
analysis and interpretation of data.
1.7. Operational Definitions
The followings are the definitions of key terms that are included in the study.
Academic performance: is the ability to master a diverse set of skills illustrates intelligence,
curiosity and persistence, qualities attractive to schools and teachers through their
participation. (Rubin, 2008)
6

Stream choice: performance of discipline in education system or careers. (Rubin, 2008)
Achievement: students’ performance in relation to attainment of objectives. (Rubin, 2008)
Preparatory program: second cycle of secondary education in which the student prepare for
higher education. (MOE, 2006a)
1.8. Organization of the study
The study is organized with five chapters, a bibliography, and appendices. Those are as follows;
Chapter one consists of the background of the study, the statements of the problem, objectives of
the study (general and specific), significance of the study, delimitation of the study, limitation of
the study, definition of terms and organization of the study.
Chapter two discussions about the review of literature and related research include the concept of
secondary and preparatory school, secondary and preparatory school in the Ethiopia educational
system, and the stream choice of female student’s, and factors that influence their academic
performance.
Chapter three deals with the general methodology and procedures employed to conduct the
study. It provides detail description sources of data, sampling techniques, the variables, the
instrument, the research design, and statistical method for data analysis.
Chapter four explains the presentation, analysis and interpretation of the data collected during the
study. Chapter five summarizes the study, discussion of findings, provides conclusions and
recommendation for application of the study results.
7

CHAPTER TWO
2. REVIEW OF RELATED LITERATURE
This part of the study deals with the review of literatures. Accordingly, an attempt has been made
to review about females’ education, stream choice and academic performance (factors that affect
their education) by giving an emphasis to the experience of developed countries and also
developing countries which have relatively similar background to Ethiopia.
2.1. Why Female Education?
Education is the right of every citizen. It contributes economically, culturally and politically.
Gaiger (2002:3) also indicated that the benefits of education relates to more or less aspects of
development it affects their ability to make informed decision, it empowers them to; participate
in the public and political life and develop skills.
According to, king (1990:9). Education makes females to be between mothers; it helps them
appreciate the importance of parental care and to be better informed about good nutritional
practices. As a result, their children are likely to be healthier, more likely to stay school longer
and quicker to learn. In relation to this Trufat, (1998:150) further noted that education makes
females to be active in the social, political and economic sphere of life.
It allows them question traditional practices which exposed them to life long suffering, enable
them to look at various alternatives and control the environment they live in.
2.2. The Trend of Female Students Stream Choice
In the world both females and males have shown disparity in school subjects field choices. In
line with this Betz N. and others (1997:112) stated that in all parts of the world boys are directed
in to mathematics and technical curricula more actively than girls, when their education
encouraged, are guided forward language and liberal arts.
A study conducted in ten developed countries between the years 1983-84 on the participation of
female students in science fields of upper secondary schools by Betz N (1997) in Kavees and
Kotte (1996:87) revealed that science courses become more masculine in secondary schools
where large number of body taking science and men teaching science increase with the exception
of Italy from 1983-84, the study of biology is preferred by girls rather than boys in western
8

countries including USA, Australia, and Japan. While the study of chemistry and physics are
dominated by males with the exception of Hungary. In the United States of America and
Australia although Women are well represented among secondary biology teachers, teachers of
the physical science are predominantly male. In similarly, in England as reported by Kelly
(1985) boys comprise 70-80% and 30-50% of the physics, chemistry and biology candidates
respectively, in USA approximately 45% and 35% of university bound high school girls take
chemistry and physics courses respectively. This situation therefore has been able to identify.
This situation therefore has been able to identify that even in the most developed countries high
school girls are less represented in core science courses. According to Betz N. (1997:113) in
United States of America the under represent (1997:113), in unites states of America the under
representation of female in science and technology has been a serious problem.
In secondary schools, the two tracks from which students can choose are social/art/ and natural
science. The majority of female students tend to go to social sciences while in natural science
fields their rate of participation is lower than their male counter parts. In this regard, the
percentage of female students enrolled in science and technology faculties at Addis Ababa in
2003 (4 academic year was at the ratio of 29:9 in biology, 41:2 in chemistry, 166:10 in
mathematics and 24:0 in physics (MoE 2003/4.) generally, the above information reflects that
female students are titled to social science than natural science in their stream choice.
2.3. Female Students Performances in Secondary Schools
The cause of poor performance of female students as opposed to boys varies and the challenges
that influence their education are attributed to several factors. For instance, Kane (1996:5) puts
the challenges of girl in the following manner.
“Education for a boy is offer seen as a right, which is sometimes denied: for girls, it is
privilege to be learned. If funds are available after their brothers are educated, if parents
fears about her security and maintenance of traditional values can be met, if the school is
not too distant if she can continue to carry out her domestic tasks, if she does not have to
marry early, if she does not become pregnant, it does well on exams despite having little
time to study then she may get on education.”
9

As Kane, (1996) indicate above, the participation and the performances of girls are subjects to a
number of constraints.
Students performance can be understood /measure through their achievement and repetition in
the national examination, study time. Attendance, assignments and home work.
Regarding achievement of girls in the Ethiopian national examination, MOE (2003/04) reported
that in Ethiopia girls’ performance in some subjects reveals wider gender gaps in performance
than others, notable mathematics in an education system, where aggregate achievement for boys
is slightly higher than for girls with some regional variation. In 2003/04 only 20% of girls passed
grade 10 examinations compared with 53% of boys and 46% and 67% respectively passed the
grade 12 Examination (Rose, 2003 cited in UNESCO 2004).
2.4. Poor Participation of Females in Education in Ethiopia
With regard to the importance of educating women for poor countries like Ethiopia Seyoum
(1986:16) stated that in as much as women constitute at least one half of the total population of
the nation, the question of women’s education can no longer be ignored, and their involvement in
the development process should not be left to be marginal. After all, a developing country like
Ethiopia, cannot afford the luxury of not using the brainpower, and talent of both sexes in the
productive labor. Moreover, it could be realized that the question of the emancipation of women
is inextricably linked with their education and in fact their freedom could be said to be the
function of their level of participation in education.
Seyoum (1986:6), the Orthodox Church and the mosque were the major institutions that were
responsible amongst men and women for the dissemination of education in pre 1970s traditional
Ethiopia. The role played by these two institutions in development cannot be underestimated in
Ethiopia. Nevertheless, the participation of women in such education has been negligible.
Seyoum (1986:6)
“The major purpose of church education was to produce member of the clergy and the
Koranic schools was not also fundamentally different; the ultimate aim was to produce
devoted and faithful Muslims who would promote the Islamic religion. Both institutions
favored boys over girls. At this point it may worthwhile to consider some of the possible
reasons why women had been left out from mainstream of intellectual life in traditional
Ethiopia (Seyoum, 1986:6).”
10

As in most traditional societies of the world the attitude towards women in most ethnic cultures
in Ethiopia is characterized by what come to be known as male superiority. This indicates that
men are more important than women. The values justified that the idea it is more important for
man, the bread winner, to get an education, a job and in general to receive preferential
treatments. Women exist to please men and from this idea come the attitude that women should
be dependent on men for everything, especially their identities, the social definitions of who they
are. Seyoum (1986) criticizes the
Orthodox Church and Mosque education did not highly encourage female to participate in formal
education of Ethiopia.
Habtamu (2004:2-4) stated that inequality of education opportunity between and among various
social groups has been a serious problem in Ethiopia. The numbers of enrolment and graduates
have not been proportional to the size of population when we compare males with females.
The development of a democratic and inclusive society requires that individuals and various
social groups get equal opportunity in education, employment and other services. Furthermore,
he pointed out addressing educational disadvantage usually requires some intervention from the
kindergarten through higher education.
As indicated in various policy documents, the current trends are that the Ethiopian government is
cognizant of this fact and seems to be investing more in education. It is hoped that issues of
disparity, particularly between the regions and the sexes, would get due attention in practice.
From the women education practical policy statement, some of them listed below. The
constitution on Federal Democratic Republic of Ethiopia (FDRE, 1995) states the following:
a. The constitution on Federal Democratic Republic of Ethiopia (FDRE,
1995) states the following:
 “The historical legacy of inequality and discrimination suffered by women in Ethiopia
taken into account, women, in order to remedy this legacy, are entitled to affirmative
action. The purpose of such measure shall be to provide special attention to women so as
to enable them compete and participate on the basis of equality with men in political,
social and economic life as well as in public and private institutions ” (Article 35:3).
11

 “Every Ethiopian national has the right to equal access to publicly funded social
services. The state has the obligation to allocate ever increasing resources to provide to
public health, education and other social services” (Article 41:3-4).
b. Education and Training Policy (TGE, 1994) Article 3.7.7 states the following:
 “Special attention will be given to women and to those students who did not get
educational opportunities in the preparation, distribution and use of educational support
input.”
As indicated by the Central Statistical Authority (CSA, 2007), women constitute half of the
Ethiopian population. They should have constituted significant proportion of the work force and
contributed to economic, social and political development of the country. From the school age
population of female students in the country, there was very low proportion at secondary level.
Not only women are low in number but also poorly performing at the level with particular
reference to grade 10 (Ten) national examination. Mamo (2002) suggested that dropout and
attrition rate has been a serious problem in each level in the country.
Odaga and Heneveld (1995:12) indicated that in Ethiopia more girls than boys repeat and
dropout. Low participation and poor academic achievement of female students at secondary level
particularly in grade 10 (Ten) national examination indicates pertinent problems that need
investigation. Though the analysis of girls not being in school is important, however,
participation has been well researched and there is a separate concern on how girls and why are
in school perform poor relative to boys, and this is the focus of the rest of this research paper.
2.5. Factors Affecting (Influencing) Girls School Performance and their Academic
Achievement
Rothstein (2000) argues that; learning is not only a product of formal schooling but also of
communities, families and peers. Socio-economic and socio-cultural forces can affect learning
and thus school achievement. A great deal of research on the determinants of school achievement
has centered on the relative effects of home-related and school-related factors. As suggested in
most research findings family background is an important determinant of school outcomes,
whereas school characteristics have minimal effects (Heyneman and Loxley, 1983). Others
argued that in various studies they indicated both home and school environments have a strong
influence on performance of students (Griffith, 1999). The next parts deals with family
12

characteristics, student characteristics and school characteristics; thus the researcher focus on
family, student and school related determinants.
2.5.1. Family Influence
2.5.1.1 Family Characteristics
Robinson (1993) and Engin-Demir (2009) argued that sizable research has consistently shown
that students’ academic achievement has influenced by background of family characteristics such
as socio-economic status of parents level of education, occupation and income. From these
factors parental level of education and income has been the most significant source of disparities
in female students’ performance. As indicated on the Third International Mathematics and
Science study (TIMSS) tests, students from economically disadvantaged families and families
where parents had less level of education have systematically performed worse than other
students.
Schiller et al. (2002) also argued that regardless of national context, parents who have more
educated appear better able to provide their children with the academic and social support
important for educational success when compared to parents with less educated.
In another words poverty, low level of parental education, parental and neighborhood negative
attitude towards schooling in general, children among from disadvantaged background have
significantly poor academic achievement (Currie, 1995; Gregg and Machin, 1999) whereas
children with high level of parental education have greater access to a wide variety of economic
and social resources ( family structure, home environment, parent-child interaction) that can be
drawn upon to help their children succeed in school (Coleman, 1988, 1991, 2006; and McNeal,
1999). Higher family income is associated withhigher students’ achievement (Hanushek, 1992).
The writers argued that several studies have demonstrated an increased number of children in the
family lead to less favorable child outcome, it is reasonable to suppose through the mechanism of
resource dilution (Blake, 1989)2. Children from the larger families have been found to have less
favorable home environments and lower levels of verbal facility (Parcel and Menagham, 1994)
as well as highest rates of behavior problem and lower levels of education achievement
(Downey, 1995).
13

Simmons and Alexander (1978) from their findings concluded that the determinants of students
of student achievement appear to be basically the same in both developing and developed
countries. Likewise, economic development had no effect on the relationship between children’s
social background and their academic achievement. In contrast, as cited by Engin-Demir (2009),
in developed nations cross-national research has indicated, the relative effects of home and
school have relationship between a child’s social background (parents’ education, family
structure) and his or her academic achievement is stronger than that of developing nations
whereas, (Robinson, 1993; Sukon and Jawahir, 2005) school-related factors have been found to
be more significant than out – of – school factors in explaining achievement variance in
developing countries.
2 Resource dilutions refers the amount of the time and quantity of material resources that parents
are able to invest in their children (Teachman et al. 1996); when the number of children
increases, parents can offer fewer resources per child. Under such conditions, all forms of family
capital, financial, human and social are more finely spread across the children (Coleman, 1991).
2.5.1.2. Parents Attitudes
It was Augustinian legacy which formed the consciousness and guided the gender behavior of
most colonial and 19th century Americans. At their best, white Americans were concerned with
educating their sons to become productive workers, effective political agents and independent
rational actors. However, when they thought of education for their daughters, the concern was to
prepare them as wives and mothers, not as independent, rational being. As long as the home
remained the primary economic unit society, most of the girls’ education could be obtained there,
emulating her mother and obeying her father, (Kandel, 1981:130).
The expected familiar roles and responsibilities of girls will lead them to the domestic sphere
duties such as children care, food preparation and other activities including the fetching of water,
quell, cleaning and agriculture.
Since girls learn to concentrate in domestic sphere they tend to think of those occupations that
are almost the extension of their childhood roles. Thus, they tend to choose occupation closely
related to caring like nursing, teaching etc. (Mark Davise B.Kandle, 1981:10).
14

2.5.1.3. Parent Socio Economic Status
Socio-economic status is measured in terms of parents’ occupations and educational level and
household income. Academic achievement of low-income students in urban area is greatly
related to their level of socio-economic advantage. Socio economic status appears to be affecting
achievement motivation desire which in turn affects academic performance. As socio-economic
status of their family increase their academic performance will be increased because, if the socio-
economic status of presents is strong enough they are in opposition to provide sufficient
materials for their children.
Otherwise students from low economic status family engaged themselves to par-time work and
this influences academic achievement of students negatively (Chernichovsky, D (1985). Jacques
(1987) explained that students were engaged in part-time employment to cover school fees and to
fulfill other materials. On this study the effect of part-time employment on academic
achievement of high school students, he reported that the non-employed students, grade point
averages were higher than the grade point averages of the employed students.
Similarly Hedija (2002:13) described the influence of family’s economic status as under family
plays a great role for the successful achievement of students at all levels of education. However
the role of family is very crucial in the case of female students in terms of moral and material
supports.
It is well known that female students need money to buy some cloths and other make ups in
addition to purchase of stationary materials. If these things are not fulfilled, female students may
feel inferior their colleagues and may divert their attention from the education and try to get
some way to fulfill their requirements. As a result these students become poor in their academic
performance (OECD, 1986:37).
2.5.1.4. Parent Educational back ground
Parents education back ground is likely to be one of the factors that affect female students
educational performance. For instance if the head of the family is highly educated, his children
are likely to receive some encouragement guidance and even help in academic work. Almost all
educated parent’s wishes and expected better performance of their daughters. King and Hill
(1991:228) also stated that parents who are educated might have a positive attitude about female
education or provide a more simulative environment for education than other parents.
15

Parent’s educational background is likely to shape children’s attitude towards education. Because
educated parents know the benefit of education, they frequently send their children to school.
However, uneducated parents usually do not send their children to the school; even if they do
them frequently insist on their children to dropout.
Students are expected normally to spend most of their time with parents acquiring the sense of
togetherness, cooperativeness, helpfulness of each other mutual help and adjustment through
observation and action. From this performance, one could judge that parents are the entire social
milieu of the children providing them with physiological, psychological and healthy growth and
development. (Mark Dvise B.Kandle, (1982).
To provide the necessary assistance to learning children, the parents’ educational background is
to be very significant and education information from the parents to the students could likely
cause certain technical deficient in their learning activities.
2.5.2 Students Characteristics
Students’ characteristics refers to student well-being, perception of the school environment,
motivation, involvement in scholastic and co-curricular activities and efforts of students,
perception of students’ on parental support and involvement, and locus of control in all areas
have significant effects on a students’ academic achievement (Engin-Demir2009).
Konu and Rimplela (2002) cited in Engin-Demir (2009), there are four areas of well-being
dimensional phenomenon of students conceptualized as school condition, social relationships,
and means for self-fulfillment and health status, which affects both their behavior and their
examination results in school. In schools, students’ well-being depends upon other factors
including their opinions on rules and regulations of school and relations with their teachers and
schoolmates. In addition, scholastic activities and individual efforts are important for academic
achievements. Regardless of intelligence, students spent more time on doing assignments;
project works, home works and class works are very important activities to improve their grades.
Students’ amount of time invested on homework and other related activities has also found to be
strongly related to a student’s motivation to achieve and their positive feelings with achievement
have positive effect on actual academic achievement. In addition, school attendance has highly
correlation with individual academic achievement.
16

Heady (2003) argued that there is negative relationship between academic achievement and
work. As Akabayashi and Psacharopoulos (1999) found that additional working hours decrease a
child’s reading and computational ability, whereas with additional hours of school attendance
and study the reading and computational ability increased. From their findings Ray and
Lancaster (2003) concluded that time spent at work had negative impact on education variables
with marginal impact weakening at higher levels of study hours. Unbalanced demand of work
and education, places of physical and mental strain on students and often leads to poor academic
performance.
In relation, students’ academic achievement motivation is influenced by the students’ perception
of parental support and involvement. If students’ perception is positive on their parents support
and involvement, they will achieve well (Grolnick and Slowiaczek, 1994; Wang and Wildman,
1995). Engin-Demir (2009:19) argued as:
“Students’ perceptions that their parents are involved and interested in school and
encourage them to do well are positively related to academic achievement. Through
their involvement, parents convey the message that school is important and provide
their children with positive emotional experiences in relation to school. (…), Fuchs and
Wobmann (2004) observed that students performed significantly worse in reading,
math’s and science in schools whose principals reported that learning was strongly
hindered by the lack of parental support. However, some research has shown most
aspects of the relationship between educational support of parents and scholastic
achievement of children to be negative”.
2.5.3 Social Influence
2.5.3.1. Socio-Cultural Factor
Reducing female male literacy disparities are harder to achieve because they are bolstered by
social and cultural norms and practice that are difficult to change (Deghe, 1998:419) Girls are
often withdrawn from school when they rich puberty.
This is explained by parents fear for pregnancy outside marriage to avoid this problem parents
often urge their daughters to early marriage (Bendera, 1999:123).
17

At an early age girls are thought to be quite, shy and most importantly obedient, hence their
inability to express, themselves and interact actively with teachers and students in class make
them isolated likewise, many female students face difficulties in adapting the environment they
are learning in which at the end cause poor academic performance.
Furthermore MOE (2004:5) noted that different cultural factors influence females’ education
(enrollment, persistent and academic performance) in many ways. The ministry added that
females are encouraged to get married and establish families at a very early age.
In fact, early marriage and abduction for marriage are the major cultural problems hindering
females’ education and their performance. Moreover, many females are responsible for
household duties and their younger siblings: leaving little time for home work and studying. As a
result, their educational performance suffers.
Furthermore, stereotypes are consistent with children early choice for themselves. In several
studies, the large majority of girls give nurse or teacher as their occupational choice, whereas
boys give a much wider range of traditionally male occupation representing the science, trade
and professions. Some girls and young women may avoid careers they perceive as male-
dominated because they fear disapproval others (Betz, 1997:122).
2.5.4. Institution Factor
2.5.4.1 School Characteristics
Regarding the relationship between school resources and students’ academic achievement
measurements are inconsistent. Some research has suggested that more resources do not
necessarily yield performance gains for students (Hanushek, 1997; Hanushek and Luque, 2003).
Other research evidence indicated that variations in school characteristics are associated with
variations in students outcomes (Card and Krueger, 1996; Greenwald et al., 1996; Lockheed and
Verspoor, 1991). Engin-Demir (2009:19) argue:
“Attending a school with a better physical environment is associated with increased
math’s scores. A significant positive effect on schooling outcomes associated with
student-teacher ratio, instructional materials, size of the library and teacher training
Parcel and Dufur (2001).”
18

The importance of human and material resources in achieving better schooling outcomes,
including such factors as school infrastructure, class size, teacher experience and qualifications
and availability of instructional materials have emphasized largely in low-income countries
(Fuller and Clarke, 1994; Heyneman and Loxley, 1983). As evidences suggested that the role of
schools and proxies for school quality in explaining increases in student achievement level in
developing countries, from the total variations in school achievement only six percent have
explained that of school characteristics (Bacolod and Tobias, 2005).
Class size has been the most widely examined variable in educational policy studies among the
various school characteristics, however, the effects of class size on school achievement are
inconsistent. Wößmann (2003), contrary to expectation, smaller class size was significantly
related to inferior student performance in math’s and science, whereas, Lindahl (2005) found that
some minority and economically disadvantaged groups in Sweden benefited from smaller
classes. International comparisons have failed to show any significant improvements in academic
achievement as a result of smaller teacher-student ratios (Wößmann, 2003).
Teachers’ quality and commitment are the key input in educational production to perform better
achievement. An apparent implication is that it may be a better policy to devote the limited
resources available for education to employing more capable teachers rather than to reducing
class sizes moving more to the quality side of the quantity–quality trade-off in the hiring of
teachers (Wößmann and West, 2006:727).
Wößmann and West also argued more specifically that good teaching is more powerful than
class size. Teaching emotional and social skills is very important at school, it can affect
academic achievement positively not only during the year they are taught, but during the years
that follow as well. Wößmann and West stated that conventional estimates of class-size effects
on academic achievement. They come across from the study of class-size, noteworthy class-size
effects are observed only in countries with relatively low teacher salaries. The central problem in
estimating class-size effects is that various placement decisions obscure the causal relationship
between class size and student performance. Other aspects of educational resources other than
class size those may influence student performance (for example, lacking suitable instruments).
That the effects of class size on student achievement and any other resource inputs with which it
19

is associated. If smaller classes are also more likely to receive more of other resources that
increase achievement, our results would overstate the effect of class size on achievement
(2006:695). Teaching these skills has a long-term effect on achievement (Elias et al, 1991).
Hence, attention needs to be directed at more careful curriculum specification, higher quality
teaching, and higher expectations that students can meet appropriate challenges.
Educational research carried out in schools pointed to teachers’ contribution to students’
academic achievement, for example, clarity of teacher’s presentation, variability of teacher’s
classroom activities, teachers enthusiasm, degree to which the teacher was task or achievement
oriented (Tuntufye and Bernadette, 1989). The finding of this research suggested that a
relationship between teacher’s characteristics and academic achievement such as pupil’s taught
by female and long experienced teachers performed significantly better than pupils taught by
male and teachers with short experience. The case was not only in the student overall
performance but also in subjects such as Mathematics, English and Science and Social Studies.
Saha (1983) argued that the general overall picture is that male teachers are better at teaching
Science and Mathematics whereas female teachers are good at teaching Language and related
subjects. In this research, the variables found in the literature helped design the interview
schedules used in the field.
2.5.4.2. School Organization and Management
A. Relationship between School Organization, Administration and Management
Organization refers to the form of institution and the arrangement of the human and material
resource are functioning a manner to achieve the objectives of the institution. Administration is
concerned with the determination of corporate policy and the overall coordination of production,
distribution and finance. Management refers to the execution of policy within the limits which
are established by administration and the employment of the organization as requirement. Sarfraz
A. (2001) (http://edchat.blogspot.com)
Relationship of the three, as Sheldom stated “organization is the formation of effective
machinery; management of an effective executive; administration of an effective direction.
Administration defines the goal; management strives towards it. Organization is the machine of
20

management in its achievement of the ends determined by administration. Sarfraz A. (2001)
(http://edchat.blogspot.com)
B. Scope and Importance of School Organization
The scope of school organization is very vast. It includes; efficiency of the institution, securing
benefits of the school through practical measures, clarification of the functions of the school,
coordination of the educational programs, sound educational planning, good direction, efficient
and systematic execution. It provides close collaboration and sense sharing responsibilities,
organized purpose and dynamic approach. Any organization plays a vital role in the life of
human being. It plays different functions like; brings efficiency, guide pupil to receive the right
direction from the right teachers, enable the pupil to get profit from their learning, bring
coordination of the student-teacher-parent-society. It provides well defined policies and
programmers, favorable beings; make use of appropriate materials, effective development of
human qualities, execution of the programs arrangement of the activities. Sarfraz A. (2001)
(http://edchat.blogspot.com)
In school organization, there is a great role of economy men and material to achieve the desired
objectives. Following there is a great role of different subject which is called the scope in the
school organization. A major challenge for those who study schools and school administration is
to learn how organization contribute to students success, where as teachers are directly
responsible for teaching in the class room. Administrators are charged with development of
organizations that facilitates teaching and learning. Sarfraz A. (2011)
(http://edchat.blogspot.com/2011/01scope-and-importance-of-school-html)
Generally, principals play a decisive role in learning academic achievement if they are well
equipped with necessary and adequate knowledge and skills of educational management.
2.5.4.3. The Effect of Teachers (Teacher’s Attitude)
Teachers are the most important inputs in the schools; teachers are indispensable actors in the
teaching learning process. The quality and attitude of teachers has a direct impact on the
academic performance of students in school in general and females in particular. In support of
this the World Bank (2000:4)
Writers:-
21

“The role of teachers was passed as a fundamental success factor in terms of what
happens at school and in classroom. Indeed, teachers determine the behavior, attitude
and performance of girls as well as the quality of teaching. They also influence the
relationship between school and the family”.
In the same way Virginia University (2016) (http://trc.virginia.edu/publications/Diversity/11-
classroom.Dynamics.html) stated that teachers attitude and the teaching practices have perhaps
the most significant implication for females persistence and academic performance. Accordingly,
trained teachers with between qualification and experience could make a positive contribution
towards student’s performance.
However, studies specially, in Africa reveled that both female and male teacher believe that boys
are academically better than girls. Evidence from Cameron, Sierra Leone, Malawi, Guinea and
Rwanda indicated this; Virginia University (2016) (http://trc/Virginia.edu/publications). The
above study also shows that, both males and female teachers believe that females’ students have
poor attitude for some subjects like natural science and mathematics; such generalizations could
work against the effect teachers make to help female students. In the same way; Harvard
University (2009) (http://isites.harvard.edu/75/html) indicated that most female students believe
that their teachers do not think that were good students and as a result they think that they are not
being given recognition by the teachers; Harvard University (2009)
(http://isites.harvard.edu/75/html)
2.5.4.4. Peer Groups
Peer may contribute to children academic achievement since they are one of the most potent
influences on the day to day behavior of children at school.
Research on peer relation reveals that the quality of children relationship with their classmates is
associated with school achievement (http://en/wikipedia.org/wiki/peer-group-92k) showed that
children who were rejected by their peers had lower academic achievement scores than more
popular children.
Similarly, longitudinal evidence had shown that early peer rejection predicts decrease in
academic performance, whereas making a new friend in the classroom was associated with gains
in school performance. Thus it is possible to assume that children who encounter problems with
22

their peer relationship are likely to experience a school climate less conducive to learn than those
who are well accepted by their classmates, peers are more influential in situations involving
friendship choices, challenges to authority, interpersonal behavior and personal or group identify
while parents are more influential in job, preferences, academic choice, further aspirations and
moral development. Sarfraz A. (2011) (Http://nces.ed.gov/pubs97/web/97055-asp)
2.5.4.5. Lack of Guidance and Counseling
Most students in secondary schools are in the age of 15 to 21 years (UNESCO, 1987)
psychologists called this period “adolescence age” as a high complex transitional period from
childhood to maturity.
During adolescence period students in secondary school are subject to complex life difficulties
the situation causes poor performance on the part of the students. Study in Cameroon found that
age of puberty as a factor for female wastage in schools. To confirm this, UNESCO (1987:123)
states that:-
Secondary school deals with students at a high complex and irresponsible age when all
evolving personality is preparing for entry in to adult life…as a stormy process of
building up the personality ensues and this will require the guidance, orientation and
counseling of pupils at secondary school.
The result further revealed that there are significant differences between attitudes of male and
female students in rural and urban school towards guidance and counseling service. Adequate
guidance and counseling provides to enable the school and society arrive at a realistic vocational
choice for their children. Counseling services which is primary meant for them. Finding out their
attitude may therefore point to areas of conflict, confusion, ignorance and differences that could
be mirrored to enhance success in student’s academic life and general behavior. Counseling
center is limited due to lack of equipment and financial aid. Sarfraz A. (2011)
(http://www.aiol.info/index.php/eic/article/html)
In schools with fully implemented comprehensive guidance programs, students reported higher
grades, students were more likely to report a position school climate i.e. defined in terms of
safety order lines and belongingness (lepan,et.al.2007:23). UNESCO (1987:123) also confirms
23

that “poor progress” of students can be reduced or corrected by means of properly organized
guidance and counseling services in the secondary schools.
2.5.4.6. Curriculum Materials and Other Facilities
Teaching materials are the devices with instruction content or functions that use for teaching
purposes.
A. Text Books
Text books are one of the most important instructional materials in school for effective teaching
learning process. Text books, Take a dominant place in the physical school from the first grade
to the college. Text book are the single most important instructional materials because they
deliver the curriculum.
Hence, many teachers refer to the text book, the teacher’s guide and other instructional materials
as a curriculum package acknowledging its impact.
Callahan and Leonard (1988:447) further elaborated the importance of text books in instruction.
According to their view, of all the materials of instruction, the text book has the most influence
on teaching content and method.
For most teachers, it has been the be-all ends-all of their instructional life. They further state that
many teachers would be practically helpless without text books, particularly beginning teachers
and older ones whose knowledge of subject is no longer adequate to the need of modern life.
It is possible to conclude from what has been stated above that experience teachers of good
preparation and superior abilities may employ the text book as their major source of knowledge
along with other aids such as lectures, discussion, problems and visual and auditory aids.
Clark (1986:287) advices how a text should be used as follows:-
If it presents only one point of view, we must find to present other viewpoints: if it is dull,
we must supply spices: if it omits essential information, we must supply another source
that will not read the text book as opposed to cannot read it, you must some way to entice
them.
24

B. The Use Of Libraries
A library is regarded as reception center for the assembly of communication of even description
covering books. Pamphlets, newspapers, periodical, maps, microfilms photographic, slides and
video tapes (dean, 1972:18) these materials are systematically organized and arranged to easily
identify the need documents.
A school library serves a schools needs in that it is the Working tool of education lively and
effective teaching program in any school depends on a well-organized library. The essential
purpose of school library is to help students find the media of information which they need to
carry out class room assignments and to satisfy their own personal interests.
2.5.4.7. School Location
Long distance between home and the school de-motivate girls more than boys’ educational
enrollment. This is because girls may expose to threats while they travel long distance to get
schools. Because of this, parents fear for the safety of their thought and make them reluctant to
allow girls to attend school.
Geographical location of school has an impact on the chances of going to school. Coombs (1985-
228) reported that due to the location of schools students from rural areas are obligated to leave
their parents for town where schools are located. This for students to live in the absence of
boarding facilities in rented house which may lead to low performance because of lack of
parental help and control.
On the other hand as it is stated by (Knan, 1993) in the Alemayehu, (2006:21)… school location
specified as the distance the nearest school is often used as a major school supply and thus of the
cost of attendance. Distance to school implies expense for travel, board and lodging. If these
costs are prohibitive, parents may send their children to wit relatives who live closer to the
school, or they may simply give up. Among most problematic factors for girls are cost of travel
to school (in time or hazard general, a series of studies have shown that the school location is
found to be a barrier (deterrent to) and as considerable impact on academic achievement of girls.
2.5.4.8. Affirmative Action
Affirmative action is policy component used first in the United States in 1960’s to increase
opportunities for minorities by favoring them in hiring, promotion and admission. Affirmative
25

action has been used by government, business or education for making remedy to affect the past
discrimination.
President John F. Kennedy first used the term affirmative action in 1961 to ensure applicants are
employed and employees are treated during the employments with regard to race, creed, color or
national origin (Frinkleman 2000:1).
Affirmative action is an extension of the nation of equality of opportunity mal-discrimination.
Therefore, the purpose of affirmative action is to “overcome the effect of past discrimination by
enabling the person or groups discriminated against either level term with the favored group,
more controversially to achieve equality authority “equal result”. Tulane University (2016)
Department of economics (http://econ.tulane.edu/seminars/kurrulus.affirmative-summary.pdf)
Affirmative action program has end to promote equal opportunity among citizens to eliminate
the existing discriminatory condition. Affirmative action policies and programs are designed to
ensure that qualified individuals have equal access to opportunity and are given a fair chance to
contribute their talents and abilities the fundamental purpose of affirmative current
discrimination. Importantly, affirmative action has positive impact not only on women and
people of color, but all members of our society. Tulane University (2016) Department of
economics (http://homepages.se.edu/affirmative.action/4/)
The policies and programs encourage positive action to make certain that qualified candidates for
jobs, admission to school or contracts are given fair and equal consideration. And the word
“qualified” is important to underscore-Affirmative action programs are designed for qualified
individuals. Tulane University (2016) Department of economics
(http://homepages.se.edu/affirmative-action/4/)
Affirmative action has a critical connection to creating diversity in our work force and in our
students communities-positive goals supported in business and compasses across our nation.
America is a stranger country today because of affirmative action. Diversity plays economically
and psychologically. Our country is strong because of the rich diversity of our culture, not in
spite of it. Tulane University (2016) Department of economics
(http://homepages.se.edu/affirmative.action/4/)
26

2.5.4.9. Controversies and Challenges in Affirmative Action
The idea of affirmative action faced controversies in its application from its beginning in the
United States when preferential treatment to people on their membership in a group was
considered as violation of principle, that all individuals are equal under law. The opponents of
affirmative action regard preferential treatment as a form of reverse discrimination. Nebraska’s
(2009) (http://www.usccr.gov/aaction/ccraa.htm)
The controversy over and challenge to affirmative action is not likely to end with the court’s
rulings in these two cases. Institutions of higher education, including medical schools and
physician assistant programs are now faced with the challenges of promoting diversity through
affirmative action’s programs that are within the legal standard set by the court. Nebraska’s
(2009)(http://www.aapa.org/uploadedfile/content/aboutAAPA/Governance/resourceitems/
27.AffirmActionInPAEduc.pdf)
Moreover, the rival of affirmative action argues basically on the bases of competition and
meritocracy. The other argument is that when students are admitted with low academic
background, they would perform low in the educational institution admitted through quota or
affirmative action policy. Moreover, they develop low self-esteem and frustration that will also
contribute for the future performance. Nebraska’s (2009)
(http://www.aaup.org/puplications/Academe/2000/00so/sooomilte.htm)
The supporter of affirmative action contained that affirmative action policies are the only way to
ensure an integrated society in which all segments of the publication have an equal opportunity
to share in jobs, education and other benefits. Despite its advantage, however, it remains a
controversial issue in its justification and application. Tulane University (2016) Department of
economics (http://homepages.se.edu/affirmative.action/4/)
In Ethiopia positive discrimination has been used as one way of increasing the number of women
progressing to tertiary education. Consequently, female students are admitted with lower grade
as compared to male students. However, once they are admitted title or not attempt is made to
address the possible differences in the capability of the female students (VSO Ethiopia, 2002).
27

CHAPTER THREE
3. Research design and methodology
Introduction
This part of the study presents the methodological aspects of the research, which includes the
research design, research method, sources of data, population of the study, sample and sampling
technique, data gathering methods and instruments, data collection procedures and method of
data analysis were explained.
3.1. Research Design
In order to investigate the stream choice and academic achievement of female students,
descriptive survey study design is used. This is because it enabled the researcher to collect and
describe large variety of data related to the stream choice and academic achievement of female
students. As argued by Kumer (2005) descriptive research design is used to describe the nature
of the existing conditions. Seyoum and Ayalew (1989) also agreed that “descriptive survey
design is the more appropriate to gather several kinds of data in a broad size to achieve the
objectives of the study. In the same line of argument, Best and Kahn (2003) have argued that
descriptive design is concerned with conditions or level of performance that exist, options that
are held, process that are going on , effects that are evident or trends that are developing.
3.2. Research Method
The study aimed at identifying the factors that influences the stream choice of female students
and their academic achievement in secondary schools of Gamo Gofa Zone. To attain this, mixed
research method (quantitative and qualitative) research methods with more emphasis on
quantitative as the leading method through close-ended questions. Quantitative approach
emphasized because; the stream choice and academic achievement of female students of
secondary schools could better be understood by collecting more quantitative data, in a formal,
structured, and rigid manner. Furthermore, the qualitative approach incorporated in the study
with information gained from interview, document analysis and through open-ended questions
and hence, it can help to validate and substantiate the quantitative data.
McMillan and Schumacher (2010:401) identified this as a sequential explanatory mixed-methods
design. The primary emphasis was on the quantitative paradigm (this is because there are more
28

research questions dealing with quantitative data), with a secondary emphasis on the qualitative
paradigm to investigate the stream choice and academic achievement of female students in
secondary and preparatory schools of Gamo Gofa Zone.
3.3. Sources of Data
In order to investigate the stream choice and academic achievement of female students both
primary and secondary source of data were used.
3.3.1. Primary Source of Data
Secondary and Preparatory schools female students, teachers, principals and counselors were
chosen as primary sources of data by expecting that, they have better exposure, experience and
firsthand information regarding the issue under the study.
3.3.2. Secondary Source of Data
In the secondary sources of data, since the information gathered from direct primary sources of
data alone is not be enough for the study, and it is available in this study to use different types of
documents like, (EGSECE and EUEE analysis of students at zonal level), reading materials,
books, and an internet web sites help the researcher so as to support the information obtained in
primary sources related with the topic of the study.
3.4. Population, Sample and Sampling techniques
3.4.1. Population
To determine the population and sample schools are based on the 2016 annual statistics report.
According to this report there are 75 secondary and preparatory schools in the Gamo Gofa Zone,
and the total number of 20567 students in grade 10th and 12th in the secondary and preparatory
schools of the Zone, and 2568 teachers, 75 main principals and 9 counselors. Of those, total
population of students 10900 are males and 9667 are female students in the Zone.
3.4.1.1. Target Population of the Study
Of the total population of the study the primary focus was on four woredas and six secondary
and preparatory schools female students. Therefore, the target population 2080 secondary and
preparatory school of female students’, 461 teachers, 18 principals and 6 counselors of the study
were selected from those woredas and secondary and preparatory schools.
29

3.4.2. Sample
As the primary focus, this study is to identify the stream choice and academic achievement of
female students. Among the thirty one secondary and preparatory schools six secondary and
preparatory schools from four woredas, two from Gamo and two from Gofa areas are selected as
a sample using purposive sampling technique. Purposive means determined, intentional,
conscious, malicious, etc. So this technique is selected for the convenience of access to areas and
also to make things consciously. As a result, Geze Gofa Woreda: Bulki secondary and
preparatory school; Demba Gofa Woreda: Sawla secondary and preparatory school; Chencha
woreda: Chencha secondary and preparatory school, and Ezo secondary and preparatory school;
and Arbaminch Kifle Ketema: Arbaminch mulu secondary and preparatory school and Chamo
secondary and preparatory school.
Table 1: Total number of female students in 2015/16 academic year in the
selected six secondary and preparatory schools
No Woreda Name of Schools No of Female
Students
1 Geze Gofa Bulki secondary and preparatory school 150
2 Demba Gofa Sawla secondary and preparatory school 354
3 Chencha Chencha secondary and preparatory school 424
4 Chencha Ezo secondary and preparatory school 245
5 Arbaminch Kifleketema Arbaminch mulu secondary and preparatory school 488
6 Arbaminch Kifleketema Chamo secondary and preparatory school 419
Total 2080
The sample population consist a total of 2080 female students and out of the total population of
secondary and preparatory school of female students 20% (416) of them are selected randomly
and taken as target group. Similarly, from each school two teachers and one principal are
selected for the interview using purposive sampling method. Because purposive sampling can be
more realistic than randomization in terms of time, effort and cost needed in finding informants
(Tongco, 2007)
30

3.4.3. Sampling Techniques
In order to get relevant and authentic information about the stream choice and academic
achievement of female students, respondents or the study population are selected by using simple
random sampling technique. As mentioned above that there are 75 secondary and preparatory
schools and of those 31 schools are containing both secondary and preparatory schools in the
Zone. But, to obtain similar result, the researcher was used only six secondary and preparatory
schools from four woredas by using purposive sampling techniques because the researcher was
expected that these selected woredas have an organized documents and materials which can
support the study. After selecting six secondary and preparatory schools, sample teachers were
selected. The total numbers of female students in the sample schools are (2080). To determine
the sample size of female students, simple random sampling technique, the formula of Paler-
Colmorin is used. Thus, out of (2080) 416(20%) of female students were used as a sample in the
study. To give equal distribution of female students between schools proportional allocation to
size of female students in each school was done. To represent equal proportion of sample
students in each secondary preparatory schools William (1977) formula was utilized. Hence, it
was done by dividing the targeted sample students (416) with the total number of female students
in the sample secondary and preparatory schools (2080) and multiplied by total number of
students in each school. Mathematically; Ps = n
N X (no of female students in each school)
Where, Ps = Proportional allocation to size, n = Total students sample size (416), N = Total
number of female students in six selected sample school (2080). After this, the researcher
employed simple random sampling technique; this is based on the assumption that it gives equal
chances for the respondents to participate in the research, therefore, especially lottery method
was employed, to select the representative female students in each school. Therefore, secondary
and preparatory schools teachers, principals and counselors of the study also selected through
purposive sampling technique due to all the participants are few in number and easily
manageable by the researchers. Moreover, the respondents are available in the study to get
relevant and real information regarding to the issue under the study. Accordingly, 416 female
students 12 teachers 6 principals and 4 counselors were used as a sample in this study. For detail
information on the list of respondents included in the study see Table 2.
31

Table 2. The summary of the population, sample size and sampling technique
No Region Zone Woreda Schools Respondents Population Sample Percent sampling technique
1
SNNP
GAMO GOFA
Geze
Gofa
Bulki 9-
12
Students 150 30 20%
All Teachers,
principals and
counselors are
selected by
availability
sampling
techniques while
female students are
selected using
simple random
sampling
techniques
particularly using
Lottery Method
Teachers 57 2 4%
Principals 3 1 33%
counselors 1 1 100%
Demba
Gofa
Sawla
9-12
Students 354 71 20%
Teachers 62 2 3%
Principals 3 1 33%
counselors 1 1 100%
Chench
a
Chencha
9-12
Students 424 85 20%
Teachers 99 2 2%
Principals 3 1 33%
counselors 1 1 100%
Ezo 9-12 Students 245 49 20%
Teachers 53 2 4%
Principals 2 1 50%
counselors 1 - 0%
Arbaminch k/ketema
Arbaminc
h mulu 9-
12
Students 488 98 20%
Teachers 107 2 2%
Principals 4 1 25%
counselors 1 1 100%
Chamo 9-
12
Students 419 83 20%
Teachers 83 2 2%
Principals 3 1 33%
counselors 1 - 0%
Total Students 2080 416 20%
Teachers 461 12 3%
Principals 18 6 33%
counselors 6 4 67%
3.5. Instruments and Procedures of Data Collection
3.5.1. Instruments of Data Collection
In order to acquire the necessary information from participants, three types of data collecting
instruments were used. These are;
3.5.1.1. Questionnaire.
Closed ended questionnaire were employed to collect quantitative data from selected female
students. This is because, item is convenient to conduct survey and to acquire necessary
information from large number of study subject with short period of time. Furthermore, it makes
32

possible an economy of time and expense and also provides a high proportion of usable response
(Best & Kahn, 2003). The questionnaires were prepared in Amharic language, because that to
help all of the sample students can read and understand the concepts that incorporated. The
questionnaires have two parts: The first part of the questionnaire describes the respondents
background information includes: sex, academic qualification, field of stream choice/or
specialization, and experience. The second and the largest part incorporates the whole possible
effect of independent variables of teachers and principals involvement in the stream choice and
their academic achievement of female students using closed ended question items. The close
ended items were prepared by using Likert scales. The value of the scales were between one and
five (1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree and 5 = Strongly Agree).
3.5.1.2. Interview
Semi-structured interview is used to gather in-depth qualitative data from 12 teachers, 6
principals and 4 counselors of the secondary and preparatory schools by using Amharic
language. Because interview has greatest potential to release more in-depth information, provide
opportunity to observe non-verbal behavior of respondents, gives opportunities for clearing up
misunderstandings, as well as it could be adjusted to meet many diverse situations (MoE, 1999).
3.5.1.3. Document Analysis
In addition to questionnaire and interview, document analysis also used to substantiate the
information gathered by the questionnaire and interview. Documents like, EGSECE and EUEE
analysis of students data at zonal level. Moreover, documents like, General Education Quality
Assurance Packages (GEQAP) will be used to support the study.
3.5.2. Procedure of Data Collection
Before dispatching the questionnaire, two assistant data collectors were selected to gather data
from the sample schools. The assistants are selected because of their conversant of the location
and their languages. Their languages and familiarity of the research areas thought to facilitate the
data collection process. Then, the questionnaires were dispatched and collected through these
assigned data collectors. To make the data collection procedure smart and cleared from
confusions, the data collectors were properly oriented about the data collection procedures by the
researcher. In addition to this, nearby follow up were kept by the researcher. Furthermore, the
researcher has provided orientation for all respondents concerning the objective of the study and
33

how the items were answered. Then, questionnaires were dispatched to sample female students.
In addition, semi-structured interviews are also conducted from school Principals and counselors
by the researcher himself. The researcher has initial contact with the interview to explain the
objective of the study. While conducting the interview, the researcher uses only notes.
3.6. Methods of Data Analysis
Both quantitative and qualitative methods were used to analyze the data collected through
questionnaire and interview. The numerical values used to analyze the quantitative information
in the form of table and percentage; while, the qualitative information or data were analyzed in
the form of interview and word which to support the quantitative data’s.
3.6.1. Quantitative Data
The data which have numerical values were gathered through close-ended and open-ended
questionnaire. It was organized and analyzed by using quantitative method. Thus, different
statistical method such as tables and percentages were employed to analyze the stated data. At
the end summary, conclusions and recommendations were provided accordingly.
3.6.2. Qualitative data
The data which was obtained from semi structure interviews are organized and interpreted
qualitatively. Hence, a variety of narrative methods used to analyze these (qualitative) data.
34

CHAPTER FOUR
4. PRESENTATION AND ANALYSIS
The objective of this chapter is to assess the stream choice and academic achievement of female
students in some selected secondary and preparatory school of gamo Gofa Zone.
The data gathered from the selected schools through questionnaires distributed for 416 students
and twelve teachers, interview conducted with six the school principals and four counselors and
documents of students result were collected, analyzed and interpreted. The data obtained through
interview with principals of the school were analyzed qualitatively along with the quantitative
ones; moreover, relevant information obtained from document was also incorporated in this
chapter. Based on the data gathered through all instruments the following results were found.
4.1 Analysis of respondents’ background
Those female students who are attending in the secondary and preparatory school were included
in the sample. The questionnaires were distributed to 416 students and all respondents filled in
the questionnaire and duly returned the questionnaires. In this section, the respondents’
background; like age and family residences are summarized discussed.
Table 3: Female students’ respondents’ age
Age Number Percent
17-20 86 20.7%
21-22 265 63.7%
23-24 65 15.6%
Total 416 100%
According to Table 3 the majority of the students are under the age of 21-22. Number of
students’ field the questionnaires were 416. And out of this number, 86 (20.7%) are aged from
17-20, 265 (63.7%) are aged from 21-22 and 65 (15.6%) aged from 23-24. Most of the secondary
and preparatory school female respondents seem over aged. This shows that the majority of the
students are either late entry or staying sometimes after they completed grade 10 or they started
their elementary school lately. It is obvious that both under age and over age has its own
influence on the learners’ academic performance and steam choice because the learners learning
style and learning purpose differs as their age different. So, the findings of this researches data
35

indicated that most female secondary and preparatory school students are over age. Thus, has its
own negative influence on their academic achievement.
Table 4: Teachers’ qualification
Sex Diploma Degree Master Total
No % No % No % No %
Male - - 6 50% 2 16.7% 8 66.7%
Female 1 8.3% 3 25% - - 4 33.3%
Total 1 8.3% 9 75% 2 16.7% 12 100%
As it is mirrored in Table 4, from six selected secondary and preparatory school, 12 teachers
were selected for the questionnaire and all of them filled the questionnaires and submitted on
time. Among the respondents’ majority of them 8 (66.6%) are male and also most of them
6(50%) have first degree and only 16.7% of the respondents are masters; and also there is no
female masters. Whenever we see the total number of both male and female teachers, 9 (75%) of
them are degree holders. Out of 12 teachers, 1 (8.3%) is diploma. Female students can be
motivated more if they learned with female teachers than male teachers because female teachers
can understand better than males. Moreover, they can tell their problems feely and ask help
whenever they seek but the data shows that number of female teachers are less in number than
males. There is no doubt that this has negative effect on the female students’ academic
achievement.
The other background information discussed is teachers‟ service year. The respondents’ response
about their service is summarized below.
Table 5: Teachers’ service year
Sex 1-3 4-6 7-9 9-11 >12 total
No % No % No % No % No % No %
Male 1 8.3 2 16.7 3 25 2 16.7 - - 8 60
Female - - - - 3 25 1 8.3 - - 4 40
Total 1 8.3 2 16.7 6 50 3 25 - - 12 100
As we see in Table 5, majority of female teachers’ service year 7-9; 3 (25%) and 9-11; 1(8.3%)
and also most of male teachers’ service year is 7-9, 3 (25%), 2(16.7%) and 9-11; 2(16.7%). This
36

shows that most of the teachers’ respondents have less than 11 years. Hence, this lacks
experience for the secondary and preparatory school and also creates misunderstanding among
teachers and students and it leads to develop negative attitude on the students’ stream choice. As
a result it may bring its own impact on the students’ academic achievement.
Table 6: Female students’ respondents’ family residences
Residence No %
City 48 11.6
Rural town 152 36.5
Rural 216 51.9
Total 416 100%
As can be observed from Table 6, most of the respondents families that is 216 (51.9%) live in the
rural and 152(36.5%) in rural town; whereas the rest 48 (11.6%) live in the city area. Because of
lack of information those students who live in the rural town and rural area would have an effect
on their stream choice and academic performance when we compared with the students live in
the city which is nearby the secondary schools and the area which has enough access for
information.
As Teshom (2003:6) states, girls who are from families live in urban area and city are much
more likely to join, remain and perform in school or college than those who are from families
live in the rural area. In this regard, the finding shows that there is negative influence either in
their academic performance or stream choice because most of them live in far-away from the
secondary and preparatory school.
4.2. Respondents’ family socio-economic and educational status
In order to identify if parents socio-economic and educational status have an influence on the
students stream choice and educational achievement, the research questionnaire includes some
items about it. Hence, the respondents’ responses to these, items are summarized below.
According to Asikhia, (2010) the two married and hence should not be divorced which has
highly influential power in the students’ academic performance are family educational
37

background and socio-economic status. Thus, these two factors are discussed in the following
tables.
Table 7: Educational status of students’ parents
Educational Status
Father Mother
No % No %
Uneducated 26 6.3% 46 11.1
Only reading &writing ability 114 27.4 % 124 29.8
Elementary education completed 109 26.2% 99 23.8
Completed secondary education 89 21.4 % 75 18
College diploma 28 6.7 % 32 7.7
First degree 30 7.2 % 26 6.3
Above first degree 12 2.9 % 6 1.4
No response 8 1.9 % 8 1.9 %
Total 408 98 % 408 98 %
As can be observed from Table 7, from 416 target groups 408 of them responded and majority of
the secondary and preparatory schools students’ parents 114 (27.4%) fathers and 124 (29.8%)
mothers educational status is only reading and writing ability.
As Chen (2009) study’s parental education is found to be key determinants of students’
achievement, though the roles of father’s education and mother’s education differ across child
gender and levels of ability, their educational status has a great influence on the students’
academic achievement. For example, father’s education has significantly positive effect on
academic achievements for both boys and girls, while mother’s education only matters for girls.
The effect of father’s education matters for lower ability children, while mother’s education
matters for higher ability children. OECD/UNESCO (2003) alleged that family characteristics
are a major source of disparity in students’ educational outcomes at secondary and preparatory
schools, university and college.
In this regard, the above table shows that both mothers and fathers have the same educational
status. Strom Quist (1991) argued that the greater the education of the parents and the greater the
responsibility and prestige of their occupation and position, the more parents are able to offer not
38

only positive environment but also make an impact on their children. If parents are in such a
position, they are likely function as powerful role model for their children.
Table 8: Female students’ respondents’ family occupation
Kinds of Job
Father Mother
No % No %
Government’ employee 112 26.9% 56 13.5
Farmer 88 21.2% 64 15.4
Merchant 66 15.9% 99 23.8
House wife 26 6.3% 165 39.7
Private work 120 28.8 % 32 7.7
No response 4 0.96 % - -
Total 412 99% 416 100 %
In relation to parents occupational background, most of the female students’ parents 120 (28.8%)
of the fathers are engaged in the private work. According to table 8 from 416 respondents’
parents 165 (39.7%) mothers are house wives and only 26 (6.3%) fathers are jobless. When we
see their fathers’ occupation, those who are working in the government office and who are
engaged in the private work are almost the same. Thus, this situation definitely has an influence
on the students’ stream choice and academic performance.
According to Sirin (2005), the relation of poverty and low socio-economic status exerts pressure
on the child’s outcome. These include; low IQ, educational attainment and achievement and
socio-emotional problems influences on student’s educational outcomes can be associated with
geographic location and characteristics of residential neighborhood. With regarded to this, the
respondents family residences background information taken from the questionnaire is
summarized in the table given below.
39

Table 9: Female students’ respondents’ parents monthly income
Parents income in birr No %
1068 – 1511 47 11.3
1568 – 2100 89 21.4
2197 – 4269 146 35.1
4461 – 4867 114 27.4
5081 – 7364 14 3.4
7647 – 7936 6 1.4
8236 – 10202 - -
10567 – 13362 - -
Total 416 100%
According to Schulz (2005), socio-economic status is an important explanatory factor in many
different disciplines like health, and child development. Research has shown that socioeconomic
status is associated with health, cognitive and socio-emotional outcomes. Even if educational
outcomes have been shown to be influenced by family background in many different and
complex ways, the socio-economic status of families has been consistently found to be an
important variable in explaining variance in student achievement and steam choice as well.
In line with this, Table 9 shows that from 416 secondary and preparatory school female student
respondents, majority of the parents’ income that is 146 (35.1%) is from 2197 – 4269 and 114
(27.4%) is from 4461 - 4867 only 14 (3.4%) are in the middle income level. Thus, there is an
influence on the students’ educational achievement and stream choice. It is obvious that if
parents’ income is less, students prefer to choose a department which enables them generate
income soon.
4.3. Female students interest on the stream they are attending.
According to Renninger and Hidi (2002) definition, interest is a psychological state of having an
affective reaction to and focused attention for particular content and/or the relatively enduring
predisposition to re-engage particular classes of objects, events, or ideas’.
Interest is a feeling of curiosity or concern about something that makes the attention turn toward
it. It is obvious that if someone is interested on something he or she can be committed to perform
40

it. Hence, to show female students’ commitment to continue with the stream which they attend
now or if they have an interest to change it for further education, and which streams or areas do
female students often prefer to join; questionnaires were prepared and the respondents’ responses
were summarized in the following tables.
Table 10: Female students’ respondents’ commitment to continue with the
current stream
No %
Very strong 68 16.3
Strong 90 21.6
I might change it 254 61.0
No response 4 1
Total 412 99%
Commitment is responsibility for something that takes up time or energy to perform it.
Commitment is directly related with personality. As Holland (1985), career choice is greatly
influenced by the personality factor. The theory mentions that the degree of compatibility
between personality and working environment will determine the level of satisfaction,
achievement and ability of an individual. Regarding the respondents commitment to continue
with the stream they are attending now, as indicated in the above Table 10, 254 (61.0%); more
than half of them are not committed to the present department rather they have an interest to
change it. The only respondents’ who have strong commitment to stay with the current stream is
90 (21.6%). This shows that Students’ personality has significant influence on their career
choice. Therefore, most of female students do not want to continue on the field they are currently
attending. This has a negative impact on their academic performance.
4.4. Analysis of stream choice.
In order to reveal which stream is chosen by female students, this study selected the target
groups from six secondary and preparatory schools of two streams: natural science and social
science stream. For this, the questionnaire includes questions to be field by the respondents and
their responses are summarized in the table11.
41

Table 11: Female students’ respondents’ reasons for choosing the stream
No %
Because it helps to get better job 214 51.4
Whether it helps to get a job or not I like a subject 91 21.9
Because there were no more competent to join in this department 64 15.4
Because I assigned with my result 43 10.3
No response 4 1
Total 412 99%
In order to examine secondary and preparatory school female students’ reasons for selecting their
streams four structured questions were presented to them to mark. In the questionnaire a total of
four reasons were given to the respondents then the respondents responses are organized and
summarized in the above table. As it is indicated in Table 11, from 416 target groups 412 of
them gave response. The respondents response revealed that more than half of them were 214
(51.4%) of students’ reason for their stream choice is on the stream that helps to get better job,
only 43 (10.3%) of the students’ joined the stream since they assigned by their result. From the
total respondents only 64 (15.4% and 91 (21.9%) select their stream that had no more competent
and the subject they like respectively.
Since the goal of the secondary and preparatory school system in Ethiopia is to create a
competent and adaptable workforce (both male and female) to be the backbone of economic and
social development and to enable an increasing number of citizens to find gainful employment
and self-employment in the different economic sectors of the country the respondents reason for
their stream choice seems quite right and very timing.
Table 12: Female students’ respondents’ about sex segregation in choosing the
field of study
No %
Most of them are female students 184 44.2
Most of them are male students 91 21.9
Male and female students choose the field of study equally 137 32.9
No response 6 1
Total 412 99%
42

As many researches, there is plenty of opportunity for self-choice of stream of secondary and
preparatory schools. According to statistics agency, women represent almost half of the total
population and employment. Like elsewhere in other developing countries, rural women in
Ethiopia are active in both domestic and farm activities. The share of women in non-agriculture
employment stands at 40.6 %.
So, to fill these gap women should be clever enough to choose the field of study that helps them
to be self-confident. Table 12 shows that in the stream like social science most of the students are
female. From 412 respondents, 184 (44.2%) are female students; only 91 (21.9%) are male
students and 137 (32.9%) are both females and males.
Table 13: Female students’ response on the presence and type of role model
The presence of an individual whom
you considered as a role model to
follow
Male Female
Yes No Yes No
No % No % No % No %
18 4.3% 398 95.7% 47 11.3
%
369 88.7%
As presented in Table 13, out of 416 respondents’ the majority 95.7% secondary and preparatory
school female students’ responses show that they don’t have male role model in their fields.
Among the respondents’ only 18 (4.3%) have male role models. Regarding female role models,
out of 416 respondents 369 (88.7%) do not have female role models rather only 47 (11.3%) have
female role models. This shows that majority of secondary and preparatory school female
students do not have role model on choosing their field of study. Thus, the students lack vision to
perform well whatever is their stream choice. Instead of finding solution for the problems they
face, they prefer to point their fingers and try to blame others for their failure.
Table 14: Female students’ respondents’ the stream most female students
want to join
Stream No %
Natural science 147 35.3%
Social science 269 64.7%
Total 416 100%
43

According to Finn (1982: 118) in all parts of the world boys are directed in to mathematics,
science and technological studies were more actively; while, girls when their education
encouraged, are guided toward language and liberal arts. In the world both females and males
have shown disparity in school subject’s field choice. In line with this, Table14 shows that most
of the secondary and preparatory school female students’ choice is social science stream which is
269 (64.7%); whereas, 147 (35.3%) students are attending the stream of Natural science. This
shows that girls are still limited to traditional female stereotype roles. Thus, their educational
achievement and stream choice is highly dominated with the society’s traditional beliefs.
There are a lot of people that influences on the students decision during field of study choice
time. Female students were asked to rate the influence of significant persons upon their decision
on choice of field of study. The information obtained about the role of significant persons is
presented in the table below.
Table 15: Female students view regarding influential persons for their stream
choice
No %
Mother 179 43.0
Father 98 23.6
Brother/Sister 52 12.5
Teachers 43 10.3
Councilor 12 2.9
My peer groups 24 5.8
My relatives (Uncle, aunt and the Like) 8 1.9
Total 416 100
According to Table15, the most influential person in shaping the students stream choice includes
family members and other relatives. Among these people, parents especially mother is the most
influential person. The table shows that out of 416 respondents, 179 (43.0%) respondents’
responded that the most influential person in their stream choice is their mother. While their
father is 98 (23.6%) and the rest of the people are not as such influential like mother and father.
44

Normawati (1982) in her study discovered that parents have important influence in teenagers’
career choice. The above table’s figure proves this that whenever we see the most influential
people responded by the respondents’ are mother, father and brother or sister have taken the
lion’s share respectively.
Table 16: Female students’ respondents about Counselors help
No %
High 20 4.8
Medium 98 23.6
Low 246 59.1
There is no help and assistant at all 52 12.5
Total 416 100
As a counselor of the college, they were expected even to cooperate with schools for early
orientation but, the data collected from the respondents on the Table 16 show that 246 (59.1%)
responded that councilors help was low. Thus, whenever councilors’ role is less, there will be
negative influence on the students’ stream choice and educational achievement.
To enable future trainees, in particular youth, to choose the right career and make full use of the
initial and life-long learning opportunities provided by the secondary and preparatory school
system, more attention should be given to guidance and counseling. Guidance has to start at
secondary and preparatory school level. Accordingly, secondary and preparatory school
institutions should also assign and train guidance and councilor staff.
In this regarded, in order to reveal the role of secondary and preparatory school councilors
assisting students to get their right choice, questionnaires were prepared and given for the
respondents and as it has seen in the Table 16 majority of the respondents respond that
councilors’ role was not as such significant and there was less help when they choose their field
of studies.
Competences will be described in National Occupational Standards to be developed by people
knowledgeable on and experienced in the world of work. As such, the National Occupational
Standards define the outcome of all training and learning expected by the labor market, and will
form the benchmark of all quality management within the secondary and preparatory school
45

system. In this regard, to show if secondary and preparatory school female students’ know the
importance features of the department they are attending, the questionnaire includes six points
which are related with it and the respondents responses are summarized in the table given
bellow.
Table17: Female students’ respondents about the importance of the stream
they are attending
No %
It is good to be employed 87 20.9
It helps to get good salary 57 13.7
It helps to create private job 166 39.9
It has good opportunity to continue farther education 13 3.1
It is good to help others 24 5.8
It is good to be rich with in short periods of time 69 16.6
Total 416 100
As can be observed from Table 17, out of 416 respondents 166 (39.9%) responded that the
importance features of their stream choice of field is helping to create private job; the rest 87
(20.9%) and the third rank is good to empower quickly economically which is chosen by 69
(16.6%) of the respondents. Thus, most of secondary and preparatory school female students
have good vision that to be competent enough in the world of work.
Competence is a broad concept comprising the possession and application of a set of skills,
knowledge and attitudes which are necessary to successfully compete for jobs in the labor
market; to be a productive and adaptable entrepreneur, employee or self-employed, and thus to
contribute to personal empowerment in economic and social development.
According to Freijo, (2006) various aspects of the family economic, social and cultural
conditions have a consistent impact on the academic performance of students in all countries
secondary and preparatory schools, college and university students. Students whose parents have
better jobs and higher levels of educational attainment and who are exposed to more educational
and cultural resources at home tend of have higher levels of academic performance. Educational
systems face the challenging task of compensating students from less advantaged backgrounds,
for the deficit in economic, social and cultural capital they experience at home. In line with this,
46

In order to reveal Factors that influence on the students’ academic performance the respondents’
responses are discussed and presented in the following table.
Questionnaires were prepared for teachers to indicate their view about the factors that influence
on the secondary and preparatory schools of female students’ stream choice. Then their
responses are discussed and presented below.
Table 18: Female students’ response regarding their classroom participation
No %
Female students are always available in the class 98 23.6
Female students ask and answer questions 13 3.1
Female students often do their class works and home works 276 66.3
Female students are confident enough when they ask and answer questions 13 3.1
No response 16 3.9
Total 400 96.1
As it is mirrored in the above Table 18, 276 (66.3%) of the respondents respond that female
students often do their class-work and home-works while only 13 (3.1%) of the respondents
respond that female students ask and answer questions in the class-room and they are confident
enough when they ask and answer questions.
Not only female students but also males’ have their own reasons that they do detest joining
secondary and preparatory school. So, to show the reasons why female students do not like to
join secondary and preparatory schools, the questionnaire includes some questions and the data
collected from them is summarized in the following table.
47

Table 19: Teachers’ response regarding female students’ classroom
participation
Activities
High Medium Low
No % No % No %
They ask and answer questions 2 16.7 4 33.3 2 16.7
They attend class regularly 5 41.7 3 25 1 8.3
They do their class works and home works 2 16.7 2 16.7 4 33.3
They are efficient enough in the practical activities - - 2 16.7 2 16.7
They give more attention for their beauty than the
academics
3 25 1 8.3 2 16.7
They are active participant - - - - 1 8.3
Total 12 100 12 100 12 100
As we can see in the Table 19, majority teacher respondents’ the questions related with the
female students; they do class work and home work regularly, they give more attention for their
beauty than the academics; they are efficient enough in the practical activities; they ask and
answer questions, they are active participant and they attend classes regularly got points; 33.3%,
16.7%, 16.7%, 16.7%, 8.3% and 8.3% respectively under the criteria low. But the respondents’
responses under the criteria high and medium are below half. Thus, most of female secondary
and preparatory school students’ class-room participation is not as such good.
4.5. Female students’ respondents’ likes and dislikes regarding selected stream.
The respondents were asked to look the features of their fields they like or dislike. Table 20 presents
the like of respondents’ response in their field of choice.
Table 20: The reason that female student respondents’ like their field of study
Activities
1 2 3
No % No % No %
Because I like the subject 99 23.8 75 18.0 142 34.1
Since the field is my interest, I like it very much 74 17.8 98 23.6 123 29.6
Since the stream needs science and mathematics subject
skills, I like it too much
42 10.1 194 46.6 108 26.0
Since the stream is good for job opportunity, I like it 201 48.3 49 11.8 43 10.3
Total 416 100 416 100 416 100
48

As indicated in Table 20, out of 416 respondents’ 201 (48.3%) responded that female students
like their field of study because the stream is good for job opportunities as the 1st rank, whereas
the third rank which has got most respondents for the reasons that make female students of
secondary and preparatory school to like their stream choice is because they like the subjects.
The second and the third greatest numbers in the under the third rank is; they like it because the
field is their interest and because the stream needs science and mathematics subject skills. Thus,
most students like the stream they have chosen because it is good for job opportunity.
Table 21: Female student’s response about negative messages conveyed
concerning their field of study
Reasons
Respondents
No %
The field is only for men 151 36.3
Girls can’t do such things 102 24.5
It has no job opportunity 42 10.1
It doesn’t bring good salary 21 5.0
It is too difficult to perform 93 22.4
No response 7 1.7
Total 409 98.3
According to the data presented in the Table 21, out of 416 respondents’, 409 of them gave
response. Of them 151 (36.3%) of negative message, conveyed to girls not to stay in their current
field of study is related that the field is for men and the next reason which is girls can’t do such
things responded by 102 (24.5%) and also 93 (22.4%) is the field is too difficult to perform but,
it doesn’t bring good salary and the field selected may lead to no job opportunity are selected by
21 (5.0%) and 42 (10.1%) respectively.
4.6. Analysis of school principals’ interview
The school principals are people who are responsible to fulfill the goal of the school by planning,
supervising and controlling the overall activities of the school. So, since he/she is an important
person there having interview is more valuable for the study. In line with this, six of the selected
secondary and preparatory school principals were interviewed and summarized.
49

The first question was about their service year as a principal of the school. When we see this
question they have an average of 5 years. This shows that the school principals are well
experienced.
The second question was if students get counseling about stream choice and other related issues.
All of them answered that no orientation and counseling was given in advance for the secondary
and preparatory school students. Rather, the school assigns them based on their matric exam
result according to quota system.
The reason they do this is that since the students awareness about the stream which are not
familiar to female students won’t get any students.
The third question forwarded for them was about students’ commitment in their stream. The
respondents responded that even if we are working help students to develop the possibility
concepts such as interest and motivation and provide an important influence on the educational
success, we are not yet successful. Most of female students lack commitment. This shows that if
students lack vision, they won’t be successful academically.
4.7. Analysis of students’ Academic Performance
According to 2016 grade 10th and 12th annual statics report, analysis of students’ academic
performance in the secondary and preparatory school of Gamo Gofa Zone were listed in the table
22 below.
50

Table 22: Analysis of Students EGSECE result of 2016
Name of
School
Those who
took
EGSECE
> 2.00 2.00-2.14 2.29-2.43 2.57-2.71 2.86 and above Preparatory
entrant
M F M % F % M % F % M % F % M % F % M % F % M % F %
Bulki
168
230
21
12.5
43
17.7
53
31.6
50
21.7
48
28.6
52
31
29
17.3
36
15.7
44
26.2
20
8.7
44
26.2
56
24.3
Sawla
247
266
22
8.9
54
20.3
39
15.8
63
23.7
51
20.6
54
20.3
44
17.8
46
17.3
90
36.4
49
18.4
91
36.8
95
35.7
Chencha
343
276
56
16.3
67
24.3
71
20.7
64
23.2
81
5.2
66
23.9
53
15.5
31
11.2
81
5.2
49
17.8
81
5.2
80
29.0
Ezo
92
95
-
-
-
-
5
5.4
4
4.2
8
8.7
20
21.1
19
20.7
28
29.5
59
64.1
44
46.3
60
65.2
72
75.8
A/minch
mulu
school
182
172
8
4.4
25
14.5
16
8.8
37
21.5
25
13.7
34
19.8
40
22.0
38
22.1
93
51.1
38
22.1
93
51.1
76
44.2
Chamo
276
270
25
9.1
36
13.3
38
13.8
56
20.7
44
15.9
60
22.2
61
22.1
51
18.9
99
35.9
67
24.8
99
35.9
118
43.7
Total
1308
1309
132
10.1
225
17.2
222
17.0
274
21.0
257
19.6
286
21.8
246
18.8
230
17.6
466
35.6
267
20.4
468
35.8
497
38.0
According to the data presented in the Table 22, 2016 analysis of students EGSECE result in
some selected schools of Gamo Gofa Zone shows that 17.2% of female students’ results are
fewer than 2.0 as compared to boys which are 10.1%; and also female students result from 2.57 –
2.85 and above were 38% as compared to boys of 54.4%. Therefore, this analysis indicates that
the academic performances of female students are low than that of boys due to different factors
which influences their academic achievement and stream choice in the secondary and
preparatory school of Gamo Gofa Zone.
51

Table 23: Analysis of Students EUEE result of 2016
Name
of
School
Streams
Those
who
took
EUEE
Natural Science Those
who
took
EUEE
Social Science
Below 350 350 and Above University
entrants
Below 350 350 and Above University
entrants
M F M % F % M % F % M % F % M F M % F % M % F % M % F %
Bulki
35
15
17
48.6
11
73.3
18
51.4
4
26.7
18
51.4
6
40.0
13
27
12
92.3
27
100
1
7.7
0
0
3
23.1
1
3.7
Sawla
172
182
83
48.3
124
68.1
89
51.7
58
31.9
85
49.4
69
37.9
79
60
61
77.2
56
93.3
18
22.8
4
6.7
29
36.7
10
16.7
Chenc
ha
184
190
92
50.0
158
83.2
92
50.0
32
16.8
83
45.1
44
23.2
108
124
72
66.7
113
91.1
36
33.3
11
8.9
43
39.8
28
22.6
Ezo - - - - - - - - - - - - - - - - - - - - - - - - - - - -
A/
minch
mulu
school
494
407
92
18.6
175
43.0
402
81.4
232
57.0
393
79.6
266
65.4
180
299
114
63.3
256
85.6
66
36.7
43
14.4
95
52.8
83
27.8
Chamo - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Total
885
794
284
32.1
468
58.9
601
67.9
326
41.1
579
65.4
385
48.5
380
510
259
68.2
452
88.6
121
31.8
58
11.4
170
44.7
122
23.9
According to the 2016 analysis of preparatory students result of some selected schools of Gamo
Gofa Zone in table 23, shows that female students result of 58.9% in the stream of natural
science and 88.6% in the social science stream scored below 350; and only 41.1% of natural
science and 11.4% of social science scored 350 and above. Therefore, this indicates that most of
female students from social science stream and also more than half from natural science stream
returned back to their home.
52

CHAPTER FIVE
5. Summary, conclusion and recommendations
5.1. Summary of Major Findings
Motivated by the challenge of identifying secondary and preparatory school female students’
stream choice and academic achievement, this paper drew inspiration with the target of; to
investigating academic performance and stream choice of female students in some selected
secondary and preparatory schools of Gamo Gofa Zone.
Here female students achievement in their different stream choice and the reasons ( factors) that
contribute to their academic performance and stream choice in secondary and preparatory school
were given emphasis in the study.
In order to get enough information 416 female students, 12 teachers, 6 school principals and 4
counselors were selected as a target groups and questionnaire and interview instruments were
used for data collection under the descriptive survey approach for the study and the responses
were analyzed, summarized and discussed briefly.
Genetic factor biased perception that exist both at family and school environment influence of
females students’ academic performance and stream choice in secondary and preparatory school
were also dealt with. For the purpose of investigation gender related factors that influence female
students’ field of study choice and performance, were also examined. In addition to this,
teachers’ experience and service year was analyzed.
Female students in secondary and preparatory school are concentrated in traditional field of
studies and female enrollment pattern in secondary and preparatory school shows us that they are
inclined towards male dominate fields the number they join the field is not because the field is
their interest rather they were assigned by the secondary and preparatory school interest based on
their high school academic performance.
As far as the reasons for stream choice is concerned, female students in secondary and
preparatory school identified that home & school environment, academic performance &
perception on subjects are the major factors that influence their choice of field of study. Home
environment that includes parent educational status, occupation and socio-economic status has
53

significant role in field selection and performance of female students. Among significant persons
that play a role on females’ field selection parents’ mothers are the most influential persons.
The major factors (reasons) which attract female students’ field of study selection in the
secondary and preparatory school are associated with creating private job and getting good job
opportunity.
Regarding the school factors their influence on female students’ field selection is not strong.
Concerning the achievement of girls, it is found out that female students have significant
difference from their male counter parts in secondary and preparatory school field of study.
Secondary and preparatory school female students do not have either role models or enough
information about the fields they want to select before they join the preparatory school.
Moreover, the counselors are not counseling them properly.
Out of 416 students 254 (61.0%) more than, half of female students have no interest to stay with
the current field they are attending. This is because negative messages conveyed to them not to
stay at their fields of studies are the field is for men, girls can’t do such things in the future and it
is too difficult to perform. 90 (21.6%) of the respondents responded that factors that influence on
the female students stream choice is related to their personality. Most of them want to dress well,
be clean and jolly all the time. Hence such personalities limit their performance especially on the
field that needs physical work, much energy and ups and downs’.
Secondary and preparatory school female students like the current fields of studies because the
stream is good for job opportunity and they dislike it because they think that female students con
not perform as male students do and cannot be successful in the activities which need masculine
performance and energy.
Female students most likely retract to be inspired by those with whom they shares some features
in common. Though role model is not decisive factors far on individual to select a particular field
of study the role model may help students stay in their selected field. Female students in the
secondary and preparatory school have no more role models.
54

The academic performances of female students in the analysis of 2016 EGSECE and EUEE
results were under an expected standard. Out of 1309 grade 10th female students who took the
exam and only 497 (38%) of female students passed to preparatory school, and also out of 1304
grade 12th female students who took the EUEE and 507 (38.9%) were joined University.
5.2. Conclusion
This section is all about conclusion which states the findings discussed in the above sections
based on the data collected from the target groups. In line with this, the following points are set
as a conclusion of the study.
Regarding female students’ interest to continue with their current fields of study is only 16.3%.
This shows that the students lack interest on their stream choice.
Out of 416 respondents, 269 (64.7%) of them like to participate or become active in the fields of
social science stream and 147 (35.3%) of them were joined in the natural science. Most of female
students are assigned in this field while fields which require masculine hardworking and high
commitment are ignored by them. This means that most female students are limited into
traditional female stereotype roles.
The findings also show that only 98 (23.6%) of female students are often available in the
classroom and 13 (3.1%) of them are active during the teaching learning process while the rest of
them are passive in the classroom activities, they lack confidence and vision. They don’t give
more attention for the subjects they learn and the activities which require more attention.
Both female and male students were assigned in their field of study by the schools’ quota system;
and will not by their interest and also the schools’ counselors role is less to help especially
female students whenever they face academic problem. Students’ residences have less effect on
their stream choice and academic performance.
Students’ family socio-economic and education status has a great effect on their stream choice
and academic performance. Moreover, secondary and preparatory school female students do not
have any role model that encourages them to stay in the fields they are currently attending. They
didn’t take any preparation to select their fields of study.
55

5.3. Recommendations
In this section recommendation is stated based on the findings discussed above. In order to fulfill
the goal of secondary and preparatory school and by helping female students to get ride off
traditionally female oriented occupation and create a competent and adaptable workforce,
consistent meaningful actions is recommended to be taken so that both females and males are
able to be the backbone of economic and social development. This is therefore to enable an
increasing number of citizens to find gainful employment and self-employment in the different
economic sectors of the country. In line with this, the actions that are recommended to be taken
by responsible persons are stated below.
 The students, to choose the right field of study and make full use of the initial and life-
long learning opportunities which is provided by the secondary and preparatory school
system in particular and in the education world in general, more attention and more effort
is expected from secondary and preparatory school guidance and counseling. Secondary
and preparatory school guidance has to start orienting and advising students starting from
lower level.
 Giving orientation for the students about the available fields of studies before they join to
the preparatory school, help both the students and the school to plan their work as the
students’ interest. Moreover, it is better to give chance for the students to choose the
fields they want to study instead of assigning by the schools quota system will. Generally,
it is important to examine the gender gap and take measures that could bridge the gap. It
is also important to examine the types of trades girls are enrolled in. As it is often said
girls should not be limited to traditional female stereotype roles. They need to equally
participate in all fields of study areas including the prestigious ones through their interest.
 The data gathered from secondary and preparatory school female students’ and teachers
make it clear that female students’ enrollment in different fields are increasing from time
to time. However, they are still concentrating on traditional fields of studies. This shows
that we still live in with the tradition back to the 19th century. A lot is expected of from
teachers to fight the costume that makes us poor forever. So, all stakeholders specially,
teachers are expected by being good model for the students by working hard and giving
continuous advice to improve their academic achievement.
56

 Since parents’ socio-economic, educational status and residences, teachers, peer groups,
curriculum materials, school type and etc.… are a great factor which affects the stream
choice of female students in secondary and preparatory schools. Parents need to support
their children to attend their secondary and preparatory school education properly. So,
great support is expected from parents economically, morally and psychologically to join
preparatory schools; as well as colleges and higher education. For a wide variety of
students, family and community factors may influence on the students’ cognitive
outcomes. If we tend to ignore the effect of students parent and teacher interest and
motivation in shaping the academic outcomes, we won’t achieve the dream we all desire
to be true.
 To improve academic result of female students within all education levels should be
developing economically, psychologically, socially and institutionally is the
responsibility of all citizens.
57

BIBLIOGRAPHY
Akabayashi, H. and G. Psacharopoulos (1999), The Trade-off between child labor and human
capital formation: a Tanzanian Case Study. The Journal of Development Studies 35 (5):121
– 140.
Asikhia, (2010).Students and Teachers’ Perception of the Causes of Poor Academic
Performance in Ogun State Secondary Schools [Nigeria]: Implications for Counseling for
National Development. European Journal ofSocial Sciences, 13 (2): 229 – 249
Bacolod, M. and J. Tobias (2005), School, Student Quality and Academic achievement:
Evidence from the Philippines.
Bendra, Stella (1999), promoting education for girls for girls in Tanzania Christine Heward and
shelia Bunwaree (eds), Gender education and Development: Beyond Empowerment.
London and New York: zed Books Itd.
Betz Navy (1997). “What stops Women and Minorities from choosing and completing majors in
science and engineering?” In Johnson
Card, D. and A. Krueger (1996), School Resources and Student Outcome: An Overview of the
Literature and New evidence from north and South Carolina. Journal of Economic
Perspectives 10:31 – 40
Cary, J. Roseth, W. J. David, and T. J. Roger (2008), Promoting Early Adolescents’
Achievement and Peer Relationships: The Effects of Cooperative, Competitive, and
Individualistic Goal Structures. Psychological Bulletin, Vol. 134, No. 2, 223–246.
University of Minnesota, Twin Cities
Chen (2009) Family Background, Ability and Student Achievement in Rural China - Identifying
the Effects of Unobservable Ability Using Famine-Generated Instruments
http://repository.upenn.edu/gansu papers/26
Coleman, J.S. (1988). Social Capital in Creation of human Capital, American Journal of
Sociology 94:95 – 120
58

Coleman, J.S. (1991). Parental Involvement in Education, In: Policy Perspective, Office of
Educational Research and Improvement, US Department of Education, and Washington,
DC.
Coleman, J.S., (2006). The Adolescent Society, Education Next 6 (1):40 – 43
Collahan, Joseph F. and Leonard H.clark (1988), Teaching in the Middle and secondary schools
3rd ed. New York: Macmillan Publishing Company.
Coombs, P.H. (1985). The world crisis in education; the view of Eighties, Oxford University
press
CSA, (2007), Summary and Statistical Report of the 2007 Population and Housing Census:
Population Size by Age and Sex. Ethiopia; Addis Ababa, United Nations Population Fund
(UNFPA).
Currie, J., (1995), Welfare and the Well-being of Children, Fundamentals of Pure and Applied
Economics No.59 Hardwood Academic Publishers, Switzerland
Dean,J. (1972). Planning Literacy Education program, Great Britan: Ebenezer Baylis and Sons
Itd
Dighe, (1998), Women and Literacy: in Nelly P.stormquist (ed), Women in the third World.
London and New York: Garland Publishing. Inc.
Downey, D.B. (1995). Bigger is not better: Family Size, Parental resources, and Children’s
educational Performance. American Sociological Review 60: 746 – 761.
Edda Gachukia,(2000).Accelerating the Education of Girls and Women in Sub-Sahara Africa: A
development imperative.
Elias, M. J., Gara, M., Schuyler, T., Brandon-Muller, L. R. & Sayette, M. A. (1991); The
Promotion of Social Competence: Longitudinal Study of a Preventive School-based
Program. American Journal of Orthopsychiatry, 61(3):409-417.
Engin-Demir, C. (2009). Factors affecting the academic achievement of Turkish Urban Poor,
International Journal of Educational Development 29 (1):17 – 29.
59

Freijo, (2006), Sex deference in education attainment: The processes, in kelly and Genet Zewdie,
(2014) Women in Education. Study of the academic performance and Addis Ababa
region; IER Flambeau v6 No 1
Finn, others, (1982) Sex deference in education attainment: The processes, in kelly and
Ginzberg, E. (1972). Toward a theory of occupational choice: A restatement. Vocational
Guidance Quarterly, 20(3), 169-176.
Fuller, B. and Clarke, P. (1994), Raising School Effects While Ignoring Culture? Local
Conditions and the Influence of Classroom Tools, Rules and Pedagogy; Review of
Educational Research 64:122 – 131
Geiger, Tinne (2002). “Female Education in Sub-Saharan Africa: Importance, Obstacles and
Prospects”. Washington D.C. The World Bank
Geiger.Tinner (2002) Female education in sub-saharan Africa: Importance, Obstacle and
Prespects. Washington, D.C. the world bank.
Greenwald, R., L.V. Hedges and R. Laine (1996); The Effect of School Resources on Student
Achievement. Review of Educational Research 66:361 – 396
Gregg, P. and S. Machin (1999), Childhood disadvantage and Success or Failure in Labor
Market; In: Blanchflower, D., Freeman, R. (Eds.), Youth Employment and Joblessness in
Advanced Countries. National Bureau of Economic Research, Cambridge
Griffith, J. (1999). School Climate as “Social Order” and “Social Action”: a Multi-level analysis
of public Elementary school Student Perceptions. Social Psychology of Education 2:239 –
369
Grolnick, W.S. and M.L. Slowiaczek (1994), Parent Involvement in Children’s Schooling: a
Multidimensional Conceptualization and Motivation Model. Child development 65:237 –
252
60

Habtamu, W. (2004), Gender and Regional Disparities in Opportunities to Higher Education in
Ethiopia: Challenges for the Promotion of Social justice. The Ethiopian Journal of
Education: 1(2): 1- 39.
Hadija, M. (2002), Enrolment and Academic Performance of Female Students in Higher learning
Institutions: A Case Study. 9 (2): 9 – 16. IER FLAMBEAU
Hanushek, E.A. (1992). The Trade-off between Child Quantity and Quality; Journal of Political
Economy 100 (1):84 – 117.
Hanushek, E.A. (1997), Assessing the Effect of School Resources on Students Performance: an
Update. Educational Evaluation and Policy Analysis 19 (2): 141 – 164.
Hanushek, E.K. and J.A. Luque (2003), Efficiency and equity in schools Around the World;
Economics of Education Review 22:481 – 502.
Harvard University (2009) Effects of Teachers’ Attitude on Teaching Learning; Cited on the
Web, (http://isites.harvard.edu/75/html) Accessed on May 9, 2017
Heady, C. (2003), The Effect of Child Labour on Learning Achievement. World 31 (2):358 –
398.
Heyneman, S.P. and Loxley, W.A. (1983), The Effect of primary School Quality on Academic
Achievement across 29 High – and Low – Income Countries. American Journal of
Sociology 88 (6):1162 – 1194.
Holland. (1973). making vocational choices: A theory of careers. Englewood Cliffs, NJ: Prentice
Hall. (1985). making vocational choices: A theory of vocational personalities and work
environment.
Hyde, (1993) Improving Women‟s education in Sub-sahara Africa King and Hill M (eds)
Education developing Countries Barriers Beliefs and polices Washington Dc. The World
Bank
Hyde, K. (2005). “Talking Stock of Girls’ Education in Ethiopia: Preparing for ESDP III”;
Ethiopia: Addis Ababa, UNICEF.
61

Kane, E. (1996) Gender, culture and Learning: Education development center, Washington,
D.C.
Keeves and Kotte, (1996).Pattern of Science achievement; international comparisons in the
schools
Khan Shahrukh, (1993) South east Africa in Ellsabeth King and M. Anne Hill (eds) Women‟s
Education In Developing Countries. Washington DC
King, E. (1990). “Educating Girls and Women Investing in Development: Population and
Human Resource Department”. Washington, D.C. The World Bank
King, E. and M.A. Hill (1993), “Women Education in Developing Countries of Barriers, beliefs
and Policies”; Washington D.C the World Bank
Kumar, R. (2005). Research methodology: A step-by-step guide for beginners. (2nd ed.).
England: Sage publication Ltd.
Lindah, M. (2005), Home Versus School Learning: a New Approach to Estimating the Effect of
Class Size on Achievement. Scandinavian Journal of Economics 107 (2):375 -394.
Lockheed, M.E. and A. Verspoor (1991), “Improving Primary Education in Developing
Countries”; World Bank/OUP
Mamo, Mengesha (2002). “Factors Affecting the Academic Achievement of Female Students in
Ethiopia; A case of Alemaya University” Ethiopia, Addis Ababa, AAU
Margaret, B. (1999). Gender Equality in Success at School; International Review of Education
45 (5-6):431 – 443.
Mark Davise B.Kandle (1981), parental and peer influence on Adolescencents Education plans,
some truth Evidence.
Marta M. bilcker and Janise E Jaco (2004): Achievement in math and Science: do mother’s
beliefs matter 12 years later? Journal of educational psychology vol. 96 No 1
Meeting of the Bureau of the Conference of Ministers of Education of the African Union
(COMEDAF II, 2007), Strategy to Revitalize Technical and Vocational Education and
62

McNeal, R.B., (1999) Parental Involvement as Social Capital: Deferential Effectiveness on
Science, Achievement, truancy and Dropping- Out. Social Forces 78:117 – 144
MOE, (1994), Transitional Government of Ethiopia: The New Education and Training Policy
Ethiopia. Addis Ababa, Ethiopia
MOE, (2004), “A Study of Gender Gap in Enrolment, Retention and Performance in primary
Schools of Five Regions”; Addis Ababa, WAD
MOE, (2004), Education Sector Development Program (ESDP). Consolidated National
Performance Report, (unpublished MA Thesis)
MOE, (2005), “Education Statistics Annual Abstract”; Ethiopia, Addis Ababa, EMIS
Odaga and Heneveld, (1995); Girls and Schools in Sub-Sahara Africa: from analysis to Action,
World Bank, Washington DC.
Odaga, A. and W. Heneveld (1995), “Girls Schools in Sub-Saharan Africa”, Washington, D.C
the World Bank
OECD/UNESCO-UIS, (2003.), Family Background and Literacy Performance
Parcel, L.T. and E.C. Menagham (1994), Early Parental Work, Family, Social Capital and Early
Childhood Outcomes; American Journal of sociology 99:972 – 1009
Parcel, T.L. and J.M. Dufur (2001), Capital at Home and at School: Effects on Student
achievement. Social Forces 79 (3):881 – 911.
PMO/TGE, (1994), “Elaboration of the Draft Education and Training Policy”; Addis Ababa,
Ethiopia
Rani,S, (1998). A Study of public school children’s psychological Development in Relation to
Home Environment J. Indian Ed.27 (1), 16-23.
Robinson, Elizabeth (1993). The effect of Family Background on Pupils’ Academic
Achievement in Mozambique; International Journal of Educational Development
13(3):289 – 294.
63

Rothstein, R. (2000). “Finance Fundability: Investing Relative Impacts of Investments in Schools
and Non-school Educational Institutions to Improve Student Achievement”. Centre on
Educational Policy Publications, Washington, DC.
Saha, L.J. (1983). Social Structure and Teachers Effects on Academic Achievement: a
Comparative Analysis. Comparative Education Review 27:69 – 88
Sarfraz A. (2011) School organization and Management; Cited in web
(http://edchat.blogspot.com/2011/01scope-and-importance-of-school-html) Accessed
on May 9, 2017
Sarfraz A. (2011) School organization and Management; Cited in web
(Http://nces.ed.gov/pubs97/web/97055-asp) Accessed on May 9, 2017
Schiller, K.S., V. T. Khmelkov and X.Q. Wang (2002), Economic Development and the Effect
of Family Characteristics on Mathematics Achievement, Journal of Marriage and family
64:730 – 742
Schulz,W,(2005). Measuring the Socio-Economic Background of Students and Its effects On
Achievement in PISA 2000 and PISA 2003; Presented at Annual Meeting of The
American Educational Research Association
Seyoum & Ayalew, (1989), Fundamental in Educational Research for students and Beginning
researchers, Addis Ababa: AAU printing press.
Seyoum, Teferra (1986). “The Education of Women in Ethiopia: A Missing Piece in the
Development Puzzle”. The Ethiopian Journal of Education. Vol X, No.1.
Simmons, J. and L. Alexander (1978) The Determinants of School Achievement in Developing
Countries: A Review of the Research. Economic Development and Cultural Change
26:545 – 560
Storm Quist N., (1991). Daring to be different the choice of non-conventional field of study by
international women students. IIE research report No 22, University of Southern
California.
64

Teshome Negatibeb (2003). Low participation of female students in Secondary education: A
case study of drop-outs from the Amhara and Oromia region p6. Ethiopia: 11CBA, A.A.
TGE, (1994) “Education and Training Policy Ethiopia: Addis Ababa, EMPDA.
Tirufat Bekele, (1998).Gender in Ethiopia Vision for the 21st Proceeding at national
Conferenceheld in Hawassa College of Teacher Education 12-18 July 1998 IER AAU.
Tongco, M.D.C. (2007) 'Purposive Sampling as a Tool for Informant Selection Training (TVET)
in Africa: Addis Ababa Ethiopia TVET Collage of oromia region. M.A thesis
(unpublished) A.A.U.
Tulane University (2016) Department of economics
(http://econ.tulane.edu/seminars/kurrulus.affirmative-summary.pdf) Accessed on May 9,
2017
Tulane University (2016) Department of economics
(http://homepages.se.edu/affirmative.action/4/) Accessed on May 9, 2017
Tulane University (2016) Department of economics (http://homepages.se.edu/affirmative-
action/4/) Accessed on May 9, 2017
Tuntufye, S. M. and B. M. Bernadette (1989) Teachers Characteristics and Pupil’s Academic
Achievement in Botswana Primary Education; International Journal of Educational
Development 9 (1):31 – 42.
US Department of Education requesting investigations in to Nebraska’s (2009) Legislative Bill
403(PDF) cited in the Web (http://www.usccr.gov/aaction/ccraa.htm) Accessed on May
9, 2017
US Department of Education requesting investigations in to Nebraska’s (2009) Legislative Bill
403(PDF) cited in the Web
(http://www.aaup.org/puplications/Academe/2000/00so/sooomilte.htm) Accessed on
May 9, 2017
US Department of Education requesting investigations in to Nebraska’s (2009) Legislative Bill
403(PDF) cited in the Web
(http://www.aapa.org/uploadedfile/content/aboutAAPA/Governance/resourceitems/
27.AffirmActionInPAEduc.pdf Accessed on May 9, 2017
65

UNESCO (1996) The Development of Technical and Vocational Education in Sub-Sahara
Africa: Case study Selection countries. UNESCO, from Paris France
UNESCO (2002) “Monitoring gender equity in framework of education for all: ECE, work
session on gender statistics”. Geneva, Switzerland, 23 – 25 September 2002. Working
Paper, No. 11
UNESCO, (2003) “Gender and Education for All: The Leap to Equality, Summary Report”.
UNESCO Publishing, Paris.
Virginia University (2016) Effects of Teachers’ Attitude on Teaching Learning; Cited on the
Web, (http://trc.virginia.edu/publications/Diversity/11-classroom.Dynamics.html)
Accessed on May 9, 2017
Wang, J. and L. Wildman (1995) An empirical examination of the effects of family commitment
in education and on student achievement in seventh grade science. Journal of Research
on Science Teaching 32:833 – 837
WB (2005) Education in Ethiopia: Strengthening the Foundation for Sustainable Progress. The
World Bank Washington, D.C
William, G.C. (1977). Sampling techniques (3rd ed.). Canada: Jhon Willey & Sons Inc.
WoBmann, L. (2003). “Schooling Resources, Educational Institutions and Student Performance:
the International Evidence”. Oxford Bulletin of Economics and Statistics
Wolpe A. etal, (1997) Gender equity in Education; A report by the gender team (GETT)
Department of Education South Africa
Wößmann, L. and M. West (2006) Class-Size Effects in School Systems around the World:
Evidence from Between-Grade Variation in TIMSS. European Economic Review,
Volume 50(3):695-736.
Zewide, Genet (1991). “Women’s in Primary and Secondary Education: Gender Issue in
Ethiopia”. Ethiopia: Addis Ababa.
Zewide, Genet (1994). “The Situation of Girls’ Education in Anglophone Africa” Kenya: Nairob
66

Appendixes A:
WOLAITA SODO UNIVERSITY
SCHOOL OF GRADUATE STUDIES
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT
I. Questionnaire in English Language
A. Questionnaire for female students’ who are in the secondary and
preparatory school of Gamo Gofa Zone
The purpose of this questionnaire is to assess the stream choice and academic achievement of
female students in secondary and preparatory schools of Gamo Gofa Zone and examining the
factors which can affect their academic performance and stream choice. This questionnaire will
be used to collect the data for a partial fulfillment to get MA degree in educational leadership
and Management. First of all, the researcher would like to thank for your willingness to respond
this questionnaire form for the study of assessing the stream choice and academic performance of
female students. Dear respondent you are not required to write your name to give you freedom,
to respond confidently and to keep your secret safely.
Instruction: - Please put √ mark in the place provided for close-ended questions, while write
your view for open-ended questions on the provided blank space.
Part I: General information
A. Address
1. Zone …………………………..
2. Woreda ……………………….
3. Name of School ……………………………..
4. Status of living address: - a. Town B. Rural Town C. Rural
5. Age ………
6. Sex: - A. Male B. Female
B. Family Status
1. Status of living address: - a. Town B. Rural Town C. Rural
2. Number of Family: - Male ……. Female …….. Total ……..
67

3. Family educational status
Table 1: Educational status of female students’ family
Educational Status Father Mother
Uneducated
Only reading &writing ability
Elementary education completed
Completed secondary education
College diploma
First degree
Above first degree
4. Family occupation
Table 2: Family occupation of female students’
Kinds of Job Father Mother
Government’ employee
Farmer
Merchant
House wife
Private work
5. Parents monthly income
Table 3: Parents monthly income of female students’
Parents income in birr Mark
1068 – 1511
1568 – 2100
2197 – 4269
4461 – 4867
5081 – 7364
7647 – 7936
8236 – 10202
10567 – 13362
68

Part II. Basic Questions
7. Why you select to study your current field?
a. Because it helps to get better job
b. Whether it helps to get a job or not I like a subject
c. Because there were no more problem to join in this stream
d. Because I assigned with my result
e. I don’t like the stream but I assigned with the school’s quota system
f. Because it will not conflict with other stream in the future
g. Specify if other; ……………………………
8. commitment to continue with the current stream
a. Very strong b. Strong c. I might change it
9. What are the reasons for choosing the current stream?
a. Because it helps to get better job
b. Whether it helps to get a job or not I like a subject
c. Because there were no more competent to join in this department
d. Because I assigned with my result
10. about sex segregation in choosing the field of study
a. Most of them are female students
b. Most of them are male students
c. Male and female students choose the field of study equally
11. The presence of an individual whom you considered as a role model to follow
a. Male b. Female
12. Which stream most female students want to join?
a. Natural science b. Social science
13. Who are the most influential persons for your stream choice?
a. Mother b. Father c. Brother/Sister d. Teachers e. Councilor f. My peer groups
14. How was counselors help in your school?
a. High b. Medium c. Low d. There is no help and assistant at all
15. How do you think about the importance of the stream you are attending?
a. It is good to be employed
b. It helps to get good salary
69

c. It helps to create private job
d. It has good opportunity to continue farther education
e. It is good to help others
f. It is good to be rich with in short periods of time
16. How was your classroom participation?
a. Female students are always available in the class
b. Female students ask and answer questions
c. Female students often do their class works and home works
d. Female students are confident enough when they ask and answer questions
17. How do you thing about your classroom participation?
Table 4: About class room participation of female students
Activities High Medium Low
I ask and answer questions
I attend class regularly
I do their class works and home works
I are efficient enough in the practical activities
I give more attention for their beauty than the academics
I are active participant
18. Give the rank to reason why you like your field of study?
Table 5: About the interest of studying field of female students
Activities 1 2 3
Because I like the subject
Since the field is my interest, I like it very much
Since the stream needs science and mathematics subject skills, I like it too much
Since the stream is good for job opportunity, I like it
19. What are negative messages concerning your stream choice?
a. The field is only for men
b. Girls can’t do such things
c. It has no job opportunity
d. It doesn’t bring good salary
70

e. It is too difficult to perform
20. Do you have the subjects which you score good result when you were in grade 9th and 10th?
a. Yes b. No
21. If your answer for question 20 is yes, please specify the subjects.
a. ……………………………….
b. ………………………………..
c. ……………………………….
22. What are the factors which can affect your academic performance? Please give the priority
with rank. Example: (1st 2nd 3rd …….)
a. Because I hate some subjects
b. Because I hate the teacher
c. Teachers’ explanation or their teaching method is not clear to me
d. The language of instructional media is not clear
e. I have no time to study because of home work load
f. Parents and teachers were not strengthen me to learn
71

Appendix B:
WOLAITA SODO UNIVERSITY
SCHOOL OF GRADUATE STUDIES
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT
B. Questionnaire for Teachers’ who are teaching in the secondary and
preparatory school of Gamo Gofa Zone
The purpose of this questionnaire is to assess the stream choice and academic achievement of
female students in secondary and preparatory schools of Gamo Gofa Zone and examining the
factors which can affect their academic performance and stream choice. This questionnaire will
be used to collect the data for a partial fulfillment to get MA degree in educational leadership
and Management. First of all, the researcher would like to thank for your willingness to respond
this questionnaire form for the study of assessing the stream choice and academic performance of
female students. Dear respondent you are not required to write your name to give you freedom,
to respond confidently and to keep your secret safely.
Instruction: - Please put √ mark in the place provided for close-ended questions, while write
your view for open-ended questions on the provided blank space.
Part I: General information
A. Address
1. Zone …………………………..
2. Woreda ……………………….
3. Name of School ……………………………..
4. Status of living address: - a. Town B. Rural Town C. Rural
5. Age ………
6. Sex: - A. Male B. Female
7. Educational status: - A. diploma B. degree C. masters/ 2nd degree
8. Grade and section you teach: - …………….
9. Profession: - ………………………..
10. Weekly total period: - ……….
72

B. Basic Questions
1. Whom you select to teach?
a. Female students b. Male students c. both of equally
2. What was the academic performance of female students as compared to males’?
a. Very high b. High c. Medium d. Very low e. Low
3. If Very low or Low for question no 2; Put the reasons with increasing order 1 up to 5
Table 6: Reasons to low participation of female students as compared to boys
Activities Rank
Because female students work over load at home
Because female students were naturally weak
Because female students have no classroom participation
Because female students have no interest to learn
Because they have high economic problem
4. What do you think the reasons of female students’ choosing the stream? Give the rank;
example: - (1st 2nd 3rd ……)
Table 7: Reasons of females to choosing their stream
Reasons Rank
Because of their skill and ability
Because it took as females job in the community
Because of family advise and counseling
Because of teachers advise and counseling
Because the stream is conducive to them
5. How was teachers’ advice and counseling on females’ stream choice in your school?
a. Very high b. High c. Very low d. Low
6. What is your expectation, to which stream female students can have good academic
performance in your school?
a. In natural science b. In social science
7. For question no 6, what was the reason to expect on that stream?
a. It was agreed with the activities of community as expected
b. It matches with the nature females and their ability
73

c. Expecting that have good payment in the future
d. Specify if other ………………………..
8. Do you share advise and counseling to female students during their stream choice in your
school?
a. Yes b. No
9. If yes for question no 8; by what method?
a. By seeing their interest
b. By showing them difficult subjects/ field of study
c. By showing them that good fields of female students can learn
d. Specify if other ………………………….
10. Expected reasons to which female students cannot choose the field of study. Give the
rank. Example; - (1st 2nd 3rd …)
Table 8: Reason of that they can’t choose the field of study
Reasons Rank
Have no job opportunity
Difficult of implementing activities
Have no interest
Because of peer influence
Because the stream is not conducive to female students
Family influence
Most of the time field of study is difficult for female students
If other specify ………….
74

11. What was your point of view on the following points? Why?
Table 9: Point of views on females’ achievement
Reasons S. agree agree S.disagree disagree
Joining with any field female students can achieve
equally with males
Female students can be good achiever if they assigned
with their interest
Natural science fields were difficult for female students
Female students can achieve good result in natural
science rather than social science
Female students can achieve good result in social
science rather than natural science
12. What was your point of view on the following opinion?
Table 10: Teachers opinion on the females’ achievement
Opinions V. high Hig
h
V. low Low
Interest and knowledge can have influence on the stream choice of
female students
Female students can choose their stream based on the influence of
parents, peers, and teachers
Psychological factors can have influence on the stream choice
(example : fearing for the subject to learn)
According to the culture, there are influence females stream choice
75

13. Show female students classroom participation in teaching learning process
Table 11: Female students’ classroom participation in teaching learning process
Participation Very high High Very low Low
Always they are present in classroom
They ask and answer the questions
They do their class and home works
They actively participate in the classroom
They feel freedom in the classroom
They have self-confidence in the class
They have self-efficacy
76

Appendix C:
WOLAITA SODO UNIVERSITY
SCHOOL OF GRADUATE STUDIES
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT
C. Interview for School Principals and Counselors who are in the secondary
and preparatory school of Gamo Gofa Zone
The purpose of this Interview is to assess the stream choice and academic achievement of female
students in secondary and preparatory schools of Gamo Gofa Zone and identifying the factors
which can affect their academic performance and stream choice. This interview was used to
collect the data for a partial fulfillment to get MA degree in educational leadership and
Management. First of all, the researcher would like to thank for your willingness to respond this
interview and I would like to express that the collected data will be used only for the purpose of
assessing the stream choice and academic performance of female students in the secondary
shools of Gamo Gofa Zone.
Instruction: - Please answer me when I read the provided questions to you slowly and clearly.
Part I: General information
C. Address
11. Name of School ……………………………..
12. Zone …………………………..
13. Woreda ……………………….
14. Status of living address: - a. Town B. Rural Town C. Rural
15. Age ………
16. Sex: - A. Male B. Female
17. Educational status: - A. diploma B. degree C. masters/ 2nd degree
18. Position: - A. Principal B. V/ principal C. Counselor
19. Profession: - ………………………..
77

20. Experience as a principal: - ……….
D. Basic Questions
1. How was the academic achievement and stream choice of female students in your
school? Please explain ………………………………………
………………………………………………
2. Parents and the community members can participate to solve female students’ problem in
your school? ………………………………………..
…………………………………………………………………………………….
3. What are the reasons of female students that they are not achieve good result in their
academic performance? ……………………………………..
………………………………………………………………………………..
4. What strategies you designed to solve female students’ problem in the communities and
school participation? ………………………………………..
…………………………………………………………………………………….
5. Are the female students assigned according to their interest and their choice in your
school? ………………………………………..
…………………………………………………………………………………….
6. Have you shared advise and counseling to female students at the time of field choice in
your school? ………………………………………..
…………………………………………………………………………………….
7. How was the female students’ achievement as compared to males in your school? Why?
………………………………………..
…………………………………………………………………………………….
What are the main factors to have low result in your school?
………………………………………..
……………………………………………………………………………………
78

II. Questionnaires and Interviews in Amharic Language
Appendix D:
ወላይታ ሶዶ ዩኒቨርሲቲ
የትምህርትና ሥነ-ባህሪ ጥናት ትምህርት ቤት
የትምህርት ዕቅድና ሥራ አመራር ትምህርት ክፍል
Appendix D: በጋሞ ጎፋ ዞን በከፍተኛ 2 ኛ ደረጃና መሰናዶ ት/ቤት በሚማሩ ሴት ተማሪዎች
የሚሞላ መጠይቅ፡፡
የዚህ መጠይቅ ዓላማ በጋሞ ጎፋ ዞን በከፍተኛ 2 ኛ ደረጃና መሰናዶ ት/ቤቶች በሚማሩ ሴት ተማሪዎች የትምህርት
ክንዋኔ /አፈፃፀም/ እና የትምህርት ዘርፍ አመራረጥ ምን እንደሚመስልና በውጤታቸው ሆነ በምርጫቸው ላይ ተፅኖ
ሊያደርጉ የሚችሉ ሁኔታዎች ምን እንደሆኑ ለመመርመርና ለማወቅ እንዲረዳ መረጃ ለመሰብሰብ የተዘጋጀ ሲሆን
መረጃውም የሚሞላው በቀጥታ ለጥናቱ ሥራ ብቻ መሆኑን ላረጋግጥ እወዳለሁ፡፡ ስለሆነም ለጥናቱ ትክክለኛና
እውነተኛ መረጃ ለመስጠት ስለተባበራችሁኝ በቅድሚያ አመሰግናለው፡፡
በዚህ መጠይቅ ላይ ስም መግለጽ አይፈለግም፡፡
1. አጠቃላይ መረጃ
ሀ. አድራሻ፡ -
1. ………………………………………………………ዞን
2. ወረዳ ……………………………………………………
3. የት/ ……………………………………………………………………ቤቱ ስም ..
4. የሚትኖርበት ቦታ ሁኔታ፡ - ሀ/ ከተማ ለ/ የገጠር ከተማ ሐ/ ገጠር
5. …………ዕድሜ
6. ፆታ፡ - ሀ/ ወንድ ለ/ ሴት
ለ. የቤተሰብ (የወላጅ) ሁኔታ፡ -
1. የሚኖሩበት ቦታ ሁኔታ፡ - ሀ/ ከተማ ለ/ የገጠር ከተማ ሐ/ ገጠር
2. የቤተሰቦችሽ አባል ብዛት፡ - ………………….
3. የቤተሰቦችሽ የትምህርት ደረጃ በሚከተለው ሠንጠሬዥ ወስጥ ምልክት በማድረግ ግለጪ
የትምህርት ደረጃ አባት እናት
ትምህርት ያልቀመሱ
ማምበብና መጻፍ ብቻ የሚችሉ
አንደኛ ደረጃ ያጠናቀቁ
2 ኛ ደረጃ ያጠነቀቁ
79

College ያጠናቀቁ
ዩኒቨርሲቲ ያጠናቀቁ
4. የቤተሰቦችሽ የሥራ ዓይነት ከተዘረዘሩት ውስጥ አመልክት
የሥራ ዓይነት አባት እናት
የመንግስት ተቀጣሪ
ገበሬ
ነጋዴ
የቤት እመቤት /ሥራ የለውም/
College ያጠናቀቁ
በግል የሚሠራ
5. የቤተሰቦችሽ ዓማካይ የወር ገቢ በግምት ምን ያህል ይሆናል? ……………………...
2. ከመማር ማስተማር ጋር የተያዛመደ መረጃ
6. ……………………………አሁን በመማር ላይ ያሽበት የትምህርት ዘርፍ ይገለጽ፡ ..
7. ዛሬ መርጠሸ እየተማርሽበት ያለውን የትምህርት ዘርፍ ለምን መረጥሽ?
ሀ/ የተሻለ ሥራ የማግኘት እድል ስላለው
ለ/ ወደፊት ከማንም የማይጋጭና የማያነካካ በመሆኑ
ሐ/ ሥራ የማስገኘት እድሉ ሰፋም ጠበበም እኔ ትምህርቱን ስለምወደው ብቻ
መረጥኩት
መ/ ወደዚህ የትምህርት ዘርፍ ለመግባት ችግር ስላልነበረበት /ሰፊ/ እድል
ስለነበረው
ሠ/ ቤተሰብ ይህንን ትምህርት ዘርፍ እንድመረጥ ስላደረጉኝ
ረ/ በነጥቤ ምክንያት ተመድቤ
ሰ/ ሳልፈልግ በት/ቤቱ ኮታ ሲይስተም ገባሁ
………………………………………ሌላ ምክንያት ካለው ይግለጹ
8. ለወደፊቱ በዛረው ምርጫሽ ለመግፋት ያለሽ ቁርጠኝነት ምን ያህል ነው?
ሀ/ በጣም ጠንካራ ለ/ በመጠኑ ጠንካራ ሐ/ ልለውጠው አስባለሁ
9. ዛሬ እየተማርሽበት ያለው የትምህርት ዘርፍ ላይ ዝንባሌ ያደረሽበት ከመቼ ጀምሮ ነው? በመጻፍ ይግለጹ
……………………………………………….
10.አሁን ከምትማሪበት የትምህርት ዘርፍ ውጪ በከፍተኛ ትምህርት ሌላ ትምህርት የመማር ፍላጎት አለሽ? ሀ/ አዎ
አለኝ ለ/ የለኝም
11. ከላይ ለተጠቀሰው ጥያቄ ቁጥር 10 መልስሽ አዎ ከሆነ ምን ለመማር ነው ፍላጎትሽ? በመጻፍ ግለጪ
………………………………
80

12. ከላይ ለተጠቀሰው ጥያቄ ቁጥር 10 መልስሽ አዎ ከሆነ ለምን ካሁኑ ያንን በከፍተኛ ትምህርት ልትቀጥይበት
የሚታስቢውን አልመረጥሽም? ……………………………
13. በከፍተኛ ትምህርት ተቋማት /ዩኒቨርስቲዎች/ ገብቶ የመማር እድሉ ብገኝና ነፃ ምርጫ ቢኖር ለመማር
የምትፈልጊው የትምህርት ዘርፍ ምንድ ነው? …………………………
14.ዛሬ አንቺ እየተማርሽ ያለውን የትምህርት ዘርፍን ባለሽበት ከተማ /አገር/ እንዴት አርገሽ ትገልጭዋለሽ?
ሀ/ ብዙ ሴቶች የሚሣቡበት /የሚመርጡበት/ የትምህርት ሀርፍ
ለ/ ብዙ ወንዶች የሚሣቡበት /የሚመርጡበት/ የትምህርት ሀርፍ
ሐ/ ወንድና ሴቶች እኩል በሆነ ስሜት የሚሣቡበት /የሚመርጡበት/ የትምህርት ዘርፍ
መ/ ብዙም አላውቅም
15.ዛሬ የምትማሪውን የትምህርት ዘርፍ ለመምረጥ ውሳኔው ሙሉ በሙሉ የራስሽ ነው ወይስ የሌሎች ተጽእኖ
አለበት?
ሀ/ ውሳኔው ሙሉ በሙሉ የራሴ ነው
ለ/ በሌሎች ተገፋፍቼ ነው ልመርጠው የወሰንኩት
16.ከታች የተጠቀሱት ሰዎች የዛረውን የትምህርት ዘርፍ ምርጫሽን ለመወሰን ምን ያህል ጠቀሜታ ነበራቸው?
በጣም ከፍተኛ ከፍተኛ ዝቅተኛ በጣም ዝቅተኛ
አባት
እናት
መ/ር(መ/ራን)
የተማሪ አማካሪዎች/ካውንስል
ታላቅ ወንድም /እህት
የዕድሜ እኩች
17.የመረጥሽውን የትምህርት ዘርፍ/መስክ/ ያጣጣለ /ያናናቀ/ ሰው አለ?
ሀ/ የለም ለ/ አለ ካለ ………………………………………ማን
18.ለመማጣጣል ምክንያት የሆነው ምንድ ነው? ……………………………..
19.ከትምህርት ዘርፍ /ስትሪም/ ምርጫው ቀደም ብሎ ለምርጫው ይረዳሽ ዘንድ ቅድመ ዝግጅት አድርገሽ ነበር?
ከሚከተሉት በየትኛው ረገድ?
ሀ/ የትምህርቱን ይዘት መ/ራንን አነጋግሬአለሁ
ለ/ የትምህርቱን ክብደትና ቅለት አስመልክቶ ከኔ በፊት እዛ የገቡትን ጠይቂያለው
ሐ/ በዘርፉ ስላለው የስራ እድል ከኔ የተሸሉ ናቸው ብዬ የመረጥኳቸውን አነጋግሬአለሁ
መ/ በዘርፉ ስላለው የስራ እድል ለማወቅ ክፍት የሥራ ቦታ ማስታዎቂያዎችን አንብቤአለሁ
ረ/ የተለየ ዝግጅት አላደረኩም
20.9 ኛ እና 10 ኛ ክፍል በኖርሽበት ወቅት አጥጋቢ ውጤት የሚታመጭባቸው የትምህርት ዓይነቶች ነበሩ? ሀ/
ነበሩ ለ/ አልነበሩም
21.በተራ ቁጥር 20 ጥያቄ መልስሽ ነበሩ ከሆነ የትምህርት ዓይነቶችን ይግለጹ፡ -
…………………………………………………………………………….
81

22.በዙ ሴቶች የተፈጥሮ ሳይንስ ትምህርት ዘርፎችን አይመርጡም፡፡ ለምን ይመስልሻል?
ሀ/ ከወንድ እኩል መስራትና ውጤት ማምጣት ስለማይችሉ
ለ/ በተለምዶ ወደ ተፈጥሮ ሳይንስ ትምህርት ዘርፍ ሴቶች ስለማይገቡ
ሐ/ ሴቶች የተፈጥሮ ሳይንስና የሂሳብ ትምህርቶችን የመስራት ችሎታ የላቸውም
የሚል እምነት ስላላቸው
መ/ የትምህርት ዘርፉ ወይም ትምህርቶቹ ከሴቶች ይልቅ ለወንዶች ጠቃሚ ስለሆነ
23.ከላይ የጠቀሻቸው አጥጋቢ ውጤት የማታመጭባቸው የትምህርት ዓይነቶች ሆኑበሌሎቹም የበለጠ ውጤት
እንዳታመጪ ምክንያት የሆኑሽ ችግሮች ምንድ ናቸው?
ሀ/ ከባድ ስለሆኑ አይገባኝም
ለ/ ፍላጎት ስላልነበረኝ አልከታተላቸውም ነበር
ሐ/ ቤተሰቦቼን በሥራ ስለምረዳቸው ለጥናት በቂ ግዜ አልነበረኝም
መ/ …………………………………………………ሌላ ከለ ይግለጹ .
24.ከሚከተሉት ምክንያቶች በትምህርትሽ ውጤት ላይ ተጽዕኖ ያደረጉብሽ በቅደም ተከተል አመልክቺ (1 ኛ 2 ኛ
3 …ኛ . በማለት)
ሀ/ ትምህርት ስለምጠላ
ለ/ መምህርን ስለምጠላ
ሐ/ መምህራን የሚያስረዱኝ ስለማይገባኝ
መ/ ትምህርቱ የሚሰጥበት ቋንቋ ስለማይገባኝ
ረ/ በቤት ውስጥ ሥራ ምክንያት የማጥኛ ጊዜ ስለሚያንሰኝ
ሰ/ ቤተሰቦቼም ሆነ መምህራኖቼ ስለማያበረታቱኝ
25.ከሚከተሉት ሃሳቦች ላይ ያንቺ አመለካከት ምን ይመስላል?
ክንውን እስማማለው አልስማማም በከፊል እስማማለሁ
1. ሴት ተማሪዎች በተፈጥሮ ሳይንስ ሆነ በሂሳብ
ትምህርት ዘርፍ ከወንዶች ጋር እኩል ውጤት
ማምጣት ይቻላል
2. በሴቶች በተፈጥሮ ሳይንስ ይልቅ በቋንቋ በሶሻል
ሳይስ ትም/ዘርፍ ይመረጣል
Appendix E:
ወላይታ ሶዶ ዩኒቨርሲቲ
ትምህርትና ሥነ-ባህሪ ጥናት ትምህርት ቤት
የትምህርት ዕቅድና ሥራ አመራር ትምህርት ክፍል
82

Appendix E: በጋሞ ጎፋ ዞን በከፍተኛ 2 ኛ ደረጃና መሰናዶ ት/ቤት በሚያስተምሩ መ/ራን
የሚሞላ መጠይቅ፡፡
የዚህ መጠይቅ ዓላማ በጋሞ ጎፋ ዞን በከፍተኛ 2 ኛ ደረጃና መሰናዶ ት/ቤቶች በሚማሩ ሴት ተማሪዎች የትምህርት
ክንዋኔ /አፈፃፀም/ እና የትምህርት ዘርፍ አመራረጥ ምን እንደሚመስልና በውጤታቸው ሆነ በምርጫቸው ላይ ተፅኖ
ሊያደርጉ የሚችሉ ሁኔታዎች ምን እንደሆኑ ለመመርመርና ለማወቅ እንዲረዳ መረጃ ለመሰብሰብ የተዘጋጀ ሲሆን
መረጃውም የሚሞላው በቀጥታ ለጥናቱ ሥራ ብቻ መሆኑን ላረጋግጥ እወዳለሁ፡፡ ስለሆነም ለጥናቱ ትክክለኛና
እውነተኛ መረጃ ለመስጠት ስለተባበራችሁኝ በቅድሚያ አመሰግናለው፡፡
በዚህ መጠይቅ ላይ ስም መግለጽ አይፈለግም፡፡
መመሪያ፡ - ከዚህ በታች ለቀረቡት ጥያቄዎች በባዶ ቦታዎች ላይ በመጻፍ ወይም ደግሞ ምልክት በማድረግ መልሱን
ያመልክቱ፡፡
1. አጠቃላይ መረጃ
1.1. የት/ ………………………………………ቤቱ ስም ..….. ………………ዞን . ወረዳ
……............................. …………………………ከተማ .
1.2. ፆታ፡ - ሀ/ ወንድ ለ/ ሴት
1.3. የትምህርት ደረጃ፡ - ሀ/ ድፒሎማ ለ/ ድግሪ ሐ/ 2 ኛ ድግሪ
1.4. በመማር ………ማስተማር ሥራ ላይ ያገለገሉበት ዓመት ..
1.5. …………የሚያስተምሩበት የክፍል ደረጃ
1.6. የሚያስተምሩበት ሙያ ወይም የት/ ………………ዓይነት ..
1.7. ………………የሚያስተምሩት የክፍለ ጊዜ ብዛት
2. ከመማር ማስተማር ጋር የተዛመደ መረጃ
2.1. ከሴትና ከወንድ ተማሪዎች ማንን ለማስተማር ይመርጣሉ?
ሀ/ ሴት ተማሪዎችን ለ/ ወንድ ተማሪዎችን ሐ/ ሁለቱንም
2.2. ለምን? ……………………………………………………………
2.3. እርሶ በሚያስተምሩበት የትምህርት ወይም ሙያ ዓይነት ሴት ተማሪዎች ከወንድ ተማሪዎች ጋር
ሲነፃፀሩ የትምህርት አፈፃፀማቸው /ክንዋኔአቸው/
ሀ/ በጣም ከፊተኛ ነው ሐ/ መካከለኛ ሠ/ ከፊተኛ
ለ/ በጣም ዝቅተኛ መ/ ዝቅተኛ
2.4. ለጥያቄ ተራ ቁጥር 2.3. ምላሽዎ ዝቅተኛ ወይም በጣም ዝቅተኛ ከሆነ ለዚህ ምክንያቶች ናቸው
የሚሏቸውን በቅደም ተከተል (1 ኛ እስከ 5 ኛ በመመደብ) ያመልክቱ፡፡
ተግባራት ደረጃ
ሴት ተማሪዎች በቤት ውስጥ ሥራ መጠመድና በቂ የጥናት ጊዜ ስለሌላቸው
ሴት ተማሪዎች በተፈጥሮ ደከም ስለሚሉ
ሴት ተማሪዎች በክፍል ውስጥ የመጠየቅና የመመለስ ተሳትፎ ስለሌላቸው ነው
የመማር ፍላጎት ስለሌላቸው ነው
የኢኮኖሚ ችግር ስላለባቸው ነው
83

2.5. በተቋሙ ውስጥ ሴት ተማሪዎች መርጠው እየተማሩ ያሉበት የትምህርት ዘርፍ በምን ምክንያት እነደሆነ በቅደም
ተከተል አመልክቱ፡፡ 1 ኛ 2 ኛ 3 ……ኛ በማለት
ምክንያቶች ደረጃ
ከአቅምና ችሎታቸው ጋር ስለሚመጣጠን
በህብረተሰቡ ውስጥ የሴት የሥራ ድርሻ ሆኖ በመወሰዱ
በቤተሰብ ምክር
በጓደኛ ምክር
በመምህራን ምክር
ለሴት ተማሪዎች አመቺ የት/ዘርፍ በመሆናቸው
ሌላ ካለ ይግለጹ፡ -
2.6. በተቋሙ በሴት ተማሪዎች የትምህርት ዘርፍ ምርጫ ላይ የመ/ራን የምክር አገልግሎት ተሳትፎ ምን
ያህል ነው ብለው ይገምታሉ?
ሀ/ በጣም ከፊተኛ ለ/ ከፊተኛ ሐ/ ዝቅተኛ መ/ በጣም ዝቅተኛ
2.7. በተቋሙ ውስጥ ሴት ተማሪዎች በየትኛው ትምህርት ዘርፍ ቢሰማሩ ውጤታማ ይሆናሉ ብለው
ያምናሉ?
ሀ/ በተፈጥሮ ሳይንስ ለ/ በማህበራዊ ሳይንስ
2.8. ከላይ በጥያቄ ቁጥር 2.7 ያለውን የትምህርት ዘርፍ ቢመርጥ ውጤታማ ይሆናሉ ብለው እንዲያምኑ
/እዲገምቱ/ ያደረጎ ምክንያት ከታች ከተዘረዘሩት መሀል የትኛው ነው ብለው ይገምታሉ?
ሀ/ በህብረተሰቡ ውስጥ ሴቶች ማከናወን ከሚጠበቅባቸው የሥራ ድርሻ አኳያ ተስማሚ የሆነ
በመሆኑ
ለ/ ከሴት ተማሪዎች ተፈጥሮና አቅም ጋር ስለሚጣጣም
ሐ/ ወደፊት በሥራ አለም በዘርፉ ደህና ክፊያ ማግኘት ይችሉበታል ብለው ስለሚገምቱ በመሆኑ
መ/ …………………………ሌላ ካለ ይግለጹ .
2.9. በትምህርት ዘርፍ ምርጫ ወቅት ለሴት ተማሪዎች ምክር ለግሰዋል?
ሀ/ አዎ ለ/ አለገስኩም
2.10. በተራ ቁጥር 2.9 መልሶ አዎ ከሆነ በምን አይነት ሁኔታ
ሀ/ ፍላጎታቸውንና ዝንባሌአቸውን በማየት
ለ/ የሚከብዳቸውን የትምህርት ዘርፍ እንዳለ በማመልከት
ሐ/ ሴት ተማሪዎች ሊያጠኑት /ለመማር/ የማይገባ የትምህርት ዘርፍ እዳለ በማማልከት
መ/ ……………………………………………………ሌላ ካለ ይግለጹ ..
2.11. ሴት ተማሪዎች አንዳንድ የትምህርት ዘርፍ ላለመምረጥ ምክንያት ናቸው የሚሏቸውን በቅደም ተከተል
አስቀምጧቸው፡፡ 1 ኛ 2 ኛ 3 ………ኛ በማለት
ምክንያቶች ደረጃ
የሥራ እድል ሰለማይኖራቸው
በተግባር መተርጎም ስለማይመቻቸው
ፍላጎት ስለሌላቸው
በጓደኛ ተጽዕኖ
ለሴት አመቺ አይሆንም በማለት
84

በቤተሰብ ተጽዕኖ
የትምህርት ዘርፎቹ ብዙውን ጊዜ ለሴት ተማሪዎች አስቸጋሪ በመሆናቸው
ሌላ ካለ ይግለጹ፡ -
2.12. በሚከተሉት ነጥቦች ላይ የርሶ አመለካከት ምን ይመስላል? ለምን?
እስማማለው እንደሁኔታ
ው
አልስማማ
ም
በከፊል
እስማማለሁ
ሴት ተማሪዎች በማንኛውም ትምህርት ዘርፍ ቢሰማሩ ከወንድ
ተማሪዎች እኩል ውጤታማ ይሆናሉ
ሴት ተማሪዎች በማንኛውም ትምህርት ዘርፍ በፍላጎታቸው
መሠረት ቢሰማሩ ውጤታማ ይሆናሉ
የተፈጥሮ ሳይንስ ትምህርት ዘርፍ ለሴት ተማሪዎች አስቸጋሪ
ነው
ከማህበራዊ ሳይንስ ይልቅ ለሴት ተማሪዎች በተፈጥሮ
ሳይንስ ትምህርት ዘርፍ ቢሰማሩ ውጤታማ ይሆናሉ
ከተፈጥሮ ሳይንስ ይልቅ ለሴት ተማሪዎች በማህበራዊ
ሳይንስ ትምህርት ዘርፍ ቢሰማሩ ውጤታማ ይሆናሉ
2.13. በሚከተሉት ሃሳቦች ላይ የእርሶ አመለካከት ምን ይመስላል?
ከፍተኛ መካከ
ለኛ
ዝቅተኛ በጣም
ከፍተኛ
በጣም
ዝቅተኛ
ፍላጎትና ዕውቀት አንዱን የትምህርት ዘርፍ ለመምረጥ ተጽዕኖ
ያደርጋል
ሴት ተማሪዎች በቤተሰብ በጓደኛና በአስተማሪ ግፊት አማካኝነት
የሚያጠኑበትን የትምህርት ዘርፍ ይመርጣሉ
የስነልቦና ተጽዕኖዎች በምርጫ ላይ ጫና ያሳድራሉ(ለምሳሌ
ትምህርቱን አልቻለውም ብሎ በመፍራት)
የህብረተሰቡ ባህል ሴቶች ሊሣተፉ የሚችሉባቸውን የሥራ መስክ
/ዘርፍ/ በመለየቱ የተነሣ ለሴት ተማሪዎች የትምህርት ዘርፍ
ምርጫ ላይ ተጽዕኖ ይኖረዋል
2.14. በክፍል ውስጥ የመማር ማስተማር ሂደት የሴት ተማሪዎች ተሣትፎ /እንቅስቃሴ/ ምን ያህል እንደሆነ
ያመልክቱ፡፡
ከፍተኛ መካከለኛ ዝቅተኛ በጣም
ከፍተኛ
በጣም
ዝቅተኛ
ዘወትር በክፍል ውስጥ ይገኛሉ
ጥያቄ ይጠይቃሉ መልስም ይመልሳሉ
የክፍል ወይም የቤት ሥራ ይሠራሉ
በክፍል ውስጥ በንቃት ይሣተፋሉ
በክፍል ውስጥ ነጻነት ይሰማቸዋል
በራስ መተማመን አላቸው /Self-Confidence/
85

ብቃት አላቸው /Self-Efficacy/
Appendix F:
ወላይታ ሶዶ ዩኒቨርሲቲ
ትምህርትና ሥነ-ባህሪ ጥናት ትምህርት ቤት
የትምህርት ዕቅድና ሥራ አመራር ትምህርት ክፍል
Appendix F: በጋሞ ጎፋ ዞን በከፍተኛ 2 ኛ ደረጃና መሰናዶ ት/ቤቶች ባሉ ርዕሳነ መ/ራንና
የተማሪዎች መማክርት (ካውንስለር) የሚሞላ ቃለ-መጠይቅ፡፡
የዚህ ቃለ-መጠይቅ ዓላማ በጋሞ ጎፋ ዞን በከፍተኛ 2 ኛ ደረጃና መሰናዶ ት/ቤቶች በሚማሩ ሴት ተማሪዎች
የትምህርት ክንዋኔ /አፈፃፀም/ እና የትምህርት ዘርፍ አመራረጥ ምን እንደሚመስልና በውጤታቸው ሆነ
በምርጫቸው ላይ ተፅኖ ሊያደርጉ የሚችሉ ሁኔታዎች ምን እንደሆኑ ለመመርመርና ለማወቅ እንዲረዳ መረጃ
ለመሰብሰብ የተዘጋጀ ሲሆን መረጃውም የሚሞላው በቀጥታ ለጥናቱ ሥራ ብቻ መሆኑን ላረጋግጥ እወዳለሁ፡፡
ስለሆነም ለጥናቱ ትክክለኛና እውነተኛ መረጃ ለመስጠት ስለተባበራችሁኝ በቅድሚያ አመሰግናለው፡፡
3. አጠቃላይ መረጃ
1.1. የት/ ……………………………………… ………ቤቱ ስም ዞን .…… ወረዳ
……..................... …………………………ከተማ .
1.2. ፆታ፡ - ሀ/ ወንድ ለ/ ሴት
1.3. የሥራ ድርሻ፡ - ሀ/ ር/መ/ር ለ/ ም/ር/መ/ር ሐ/ ካውንስለር
1.4. የትምህርት ደረጃ፡ - ሀ/ ድፒሎማ ለ/ ድግሪ ሐ/ 2 ኛ ድግሪ
86

1.5. የአ ………ገለገሉበት ዘመን ..
2. ከመማር ማስተማር ጋር የተዛመደ መረጃ
2.1. ት/ቤቱ በሴት ተማሪዎች የትምህርት ዘርፍ ምርጫና በአካደሚክ ውጤት አኳያ ምን
ይመስላል? ………………………………
………………………………………………………………………………
2.2. በት/ቤታችሁ የሴት ተማሪዎችን ችግር ለመፍታት የት/ቤቱ ማህበረሰብና ወላጆቹ
ይሳተፋሉ? በምን አይነት? ………………………………
………………………………………………………………………………
2.3. ሴት ተማሪዎች ጥሩ ውጤት የማያስመዘገቡበት ምክንያቶች ምንድ ናቸው?
………………………………
………………………………………………………………………………
2.4. የሴት ተማሪዎች ውጤት የሚቀንሱ ችግሮችን ለመፍታት ምን አይነት አማራጭ ፈልገዋል?
………………………………
………………………………………………………………………………
2.5. በት/ቤታችሁ ሴት ተማሪዎች እንደፈለጉት ወይም በፍላጎታቸውና በምርጫቸው መሠረት
ይመደባሉ? ………………………………
………………………………………………………………………………
2.6. የት/ት ዘርፍ ምርጫ ወቅት ለሴት ተማሪዎች የሚሻለውን ትም/ት ዘርፍ እንዲመርጡ
የምክር አገልግሎት ለግሰዋል? በምን መልክ? ………………………………
………………………………………………………………………………
2.7. በት/ቤታችሁ የሴት ተማሪዎች ውጤት ከወንዶች ጋር ሲነፃፀር ምን ይመስለዎታል?
ለምን? ………………………………
………………………………………………………………………………
2.8. ለሴት ተማሪዎች ዝቅተኛ ውጤት ዋና ምክንያት የሆነው ምንድ ነው?
………………………………
………………………………………………………………………………
87

WOLAITA SODO UNIVERSITY
SCHOOL OF GRADUATE STUDIES
ASSESSMENT ON STREAM CHOICE AND ACADEMIC
PERFORMANCE OF FEMALE STUDENTS IN SECONDARY AND
PREPARATORY SCHOOLS OF GAMO GOFA ZONE
MA Thesis
GELANEH DEGIFIE
88

October, 2017
Wolaita Sodo University
ASSESSMENT ON STREAM CHOICE AND ACADEMIC
PERFORMANCE OF FEMALE STUDENTS IN SECONDARY AND
PREPARATORY SCHOOLS OF GAMO GOFA ZONE
A Thesis Submitted to Department of Educational Planning and
Management, School of Graduate Studies, Wolaita Sodo University
In Partial Fulfillment of the Requirements for the Degree of Master of Arts in
Educational Leadership and Management in Education in the Department of
Educational Planning and Management
BY
GELANEH DEGIFIE
89

October, 2017
Wolaita Sodo University
DECLARATION
By my signature below, I declare and affirm that this thesis is my own work. I have followed all
ethical principles of scholarship in the preparation, data collection, data analysis and completion
of this thesis. All scholarly matter that is included in the thesis has been given recognition
through citation. I affirm that I have cited and referenced all sources used in this document.
Every serious effort has been made to avoid any plagiarism in the preparation of this thesis.
_________________________ ____________ ____________
Name of Student Signature Date
_________________________ ____________ ____________
Name of Advisor Signature Date
90

Acknowledgements
Above all, my appreciation and thanks go to the Almighty God for making to learn the dream of
completing my Masters of Art degree a reality in educational leadership and management
through the summer education program provided by Wolaita Sodo University.
My sincere gratitude and appreciation goes to my advisor, Dr. Abraham Asaro, for his invaluable
guidance and support throughout the study.
I would like to deeply thank all my instructors at the Department of Educational Planning and
Management. They have adequately guided and equipped me with both theoretical and practical
skills.
In a special way, I wish to extend my sincere gratitude to my mother Birkinesh Molla for her
unending support during my study.
Finally, I acknowledge with gratitude the contributions and co-operation made by the school
principals, teachers, counselors and female students of the sample schools for their willingness to
provide the necessary information when I visited their respective schools during the research
process. Without their cooperation, this study would have been impossible to accomplish.
91

Table of Contents
Contents Pages
CHAPTER ONE..............................................................................................................................1
1. INTRODUCTION...................................................................................................................1
1.1. Background of the study....................................................................................................1
1.2. Statement of the problem..................................................................................................3
1.3. Objectives of the Study.....................................................................................................5
1.4. Significance of the study...................................................................................................5
1.5. Delimitation of the study...................................................................................................6
1.6. Limitations of the study.....................................................................................................6
1.7. Operational Definitions.....................................................................................................6
1.8. Organization of the study..................................................................................................7
CHAPTER TWO.............................................................................................................................8
2. REVIEW OF RELATED LITERATURE...............................................................................8
2.1. Why Female Education?...................................................................................................8
2.2. The Trend of Female Students Stream Choice..................................................................8
2.3. Female Students Performances in Secondary Schools......................................................9
2.4. Poor Participation of Females in Education in Ethiopia.................................................10
2.5. Factors Affecting (Influencing) Girls School Performance and their Academic
Achievement...........................................................................................................................12
CHAPTER THREE.......................................................................................................................28
3. Research design and methodology.........................................................................................28
92

Introduction................................................................................................................................28
3.1. Research Design..............................................................................................................28
3.2. Research Method.............................................................................................................28
3.3. Sources of Data...............................................................................................................29
3.4. Population, Sample and Sampling techniques................................................................29
Table 1: Total number of female students in 2015/16 academic year in the selected six
secondary and preparatory schools............................................................................................30
Table 2. The summary of the population, sample size and sampling technique........................32
3.5. Instruments and Procedures of Data Collection..............................................................32
3.6. Methods of Data Analysis...............................................................................................34
CHAPTER FOUR.........................................................................................................................35
4. PRESENTATION AND ANALYSIS...................................................................................35
4.1 Analysis of respondents’ background..............................................................................35
Table 3: Female students’ respondents’ age..............................................................................35
Table 4: Teachers’ qualification................................................................................................36
Table 5: Teachers’ service year.................................................................................................36
Table 6: Female students’ respondents’ family residences........................................................37
4.2. Respondents’ family socio-economic and educational status.........................................37
Table 7: Educational status of students’ parents........................................................................38
Table 8: Female students’ respondents’ family occupation.......................................................39
Table 9: Female students’ respondents’ parents monthly income.............................................40
4.3. Female students interest on the stream they are attending..............................................40
Table 10: Female students’ respondents’ commitment to continue with the current stream.....41
4.4. Analysis of stream choice................................................................................................41
Table 11: Female students’ respondents’ reasons for choosing the stream...............................42
93

Table 12: Female students’ respondents’ about sex segregation in choosing the field of study42
Table 13: Female students’ response on the presence and type of role model..........................43
Table 14: Female students’ respondents’ the stream most female students want to join..........43
Table 15: Female students view regarding influential persons for their stream choice.............44
Table 16: Female students’ respondents about Counselors help...............................................45
Table17: Female students’ respondents about the importance of the stream they are attending
....................................................................................................................................................46
Table 18: Female students’ response regarding their classroom participation..........................47
Table 19: Teachers’ response regarding female students’ classroom participation...................48
4.5. Female students’ respondents’ likes and dislikes regarding selected stream..................48
Table 20: The reason that female student respondents’ like their field of study.......................48
Table 21: Female student’s response about negative messages conveyed concerning their field
of study.......................................................................................................................................49
4.6. Analysis of school principals’ interview.........................................................................49
4.7. Analysis of students’ Academic Performance.................................................................50
Table 22: Analysis of Students EGSECE result of 2016...........................................................51
Table 23: Analysis of Students EUEE result of 2016................................................................52
CHAPTER FIVE...........................................................................................................................53
5. Summary, conclusion and recommendations.........................................................................53
5.1. Summary of Major Findings...........................................................................................53
5.2. Conclusion.......................................................................................................................55
5.3. Recommendations...........................................................................................................56
BIBLIOGRAPHY..........................................................................................................................58
Appendixes....................................................................................................................................67
I. Questionnaire in English Language........................................................................................67
94

A. Questionnaire for female students’ who are in the secondary and preparatory school of
Gamo Gofa Zone........................................................................................................................67
B. Questionnaire for Teachers’ who are teaching in the secondary and preparatory school of
Gamo Gofa Zone........................................................................................................................72
C. Interview for School Principals and Counselors who are in the secondary and preparatory
school of Gamo Gofa Zone........................................................................................................77
II. Questionnaires and Interviews in Amharic Language..............................................................79
Appendix D: በጋሞ ጎፋ ዞን በከፍተኛ 2 ኛ ደረጃና መሰናዶ ት/ቤት በሚማሩ ሴት ተማሪዎች የሚሞላ
መጠይቅ፡፡....................................................................................................................................79
Appendix E: በጋሞ ጎፋ ዞን በከፍተኛ 2 ኛ ደረጃና መሰናዶ ት/ቤት በሚያስተምሩ መ/ራን የሚሞላ መጠይቅ፡፡
....................................................................................................................................................83
Appendix F: በጋሞ ጎፋ ዞን በከፍተኛ 2 ኛ ደረጃና መሰናዶ ት/ቤቶች ባሉ ርዕሳነ መ/ራንና የተማሪዎች
መማክርት (ካውንስለር) የሚሞላ ቃለ-መጠይቅ፡፡................................................................................87
95

List of Tables
Tables Pages
Table 1: Total number of female students in 2015/16 academic year in the selected six
secondary and preparatory schools............................................................................................30
Table 2. The summary of the population, sample size and sampling technique........................32
Table 3: Female students’ respondents’ age..............................................................................35
Table 4: Teachers’ qualification................................................................................................36
Table 5: Teachers’ service year.................................................................................................36
Table 6: Female students’ respondents’ family residences........................................................37
Table 7: Educational status of students’ parents........................................................................38
Table 8: Female students’ respondents’ family occupation.......................................................39
Table 9: Female students’ respondents’ parents monthly income.............................................40
Table 10: Female students’ respondents’ commitment to continue with the current stream.....41
Table 11: Female students’ respondents’ reasons for choosing the stream...............................42
Table 12: Female students’ respondents’ about sex segregation in choosing the field of study42
Table 13: Female students’ response on the presence and type of role model..........................43
Table 14: Female students’ respondents’ the stream most female students want to join..........43
Table 15: Female students view regarding influential persons for their stream choice.............44
Table 16: Female students’ respondents about Counselors help...............................................45
Table17: Female students’ respondents about the importance of the stream they are attending
....................................................................................................................................................46
Table 18: Female students’ response regarding their classroom participation..........................47
Table 19: Teachers’ response regarding female students’ classroom participation...................48
Table 20: The reason that female student respondents’ like their field of study.......................48
Table 22: Analysis of Students EGSECE result of 2016...........................................................51
Table 23: Analysis of Students EUEE result of 2016................................................................52
96

List of Tables in the Appendixes
Tables Pages
Table 1: Educational status of female students’ family ………………………………………... 68
Table 2: Family occupation of female students’ ……………………………………………….. 68
Table 3: Parents monthly income of female students’ ……………………………………….… 68
Table 4: About class room participation of female students …………………………………… 70
Table 5: About the interest of studying field of female students ………………………………. 70
Table 6: Reasons to low participation of female students as compared to boys ………….……. 73
Table 7: Reasons of females to choosing their stream …………………………………………. 73
Table 8: Reason of that they can’t choose the field of study …………………………….…….. 74
Table 9: Point of views on females’ achievement ……………………………………………... 75
Table 10: Teachers opinion on the females’ achievement …………………………………..… 75
Table 11: Female students’ classroom participation in teaching learning process …………….. 76
97

ACRONYMS AND ABBREVIATIONS
CSA: Central Statistical Authority
DC: District of Colombia
EGSECE: Ethiopian General Secondary Education Certificate Examination
EUEE: Ethiopian University Entrance Examination
GEQAP: General Education Quality Assurance Packages
MOE: Ministry of Ethiopia
TIMSS: Third International Mathematics and Science study
UNESCO: United Nations Educational, Scientific and Cultural Organization
UNFPA: United Nations Population Fund
WB: World Bank
98

Abstract
The purpose of this study was assessment on stream choice and academic performance of
female students in secondary and preparatory school of gamo gofa zone. The research used a
descriptive survey approach. To achieve this objective data were collected from 416 female
students, 12 teachers, 4 counselors and 6 school principals using instrument such as
questionnaire, interview and document analysis. The data obtained were analyzed through
tables, percentage, frequencies, ranks and narrative approaches. Findings revealed that parents
especially mothers have great influence on daughters failure of study choice while school
agent teachers and guidance counselors play less role than parents in guiding girls during field
of study choice time. The finding also indicates that the major reason for female students’
academic success and failure is the current stream is chosen or given by the quota system of the
school. The students didn’t get chance to choose the stream by their own will and also the
students’ lack commitment. Moreover, some of their friends, family members like brothers and
sisters discourage them. As to the factors influencing female students’ academic performance
economic problems, domestic works, residence and lack of interest were the major factors
identified by female students. Regarding stream choice, female students in the secondary and
preparatory school have no chance to choose their streaming by their interest rather the schools
are assigning them based on their matric exam academic results. Thus, the researcher concluded
that secondary and preparatory school female students didn’t choose their field of study by their
interest. As a result of this, they are not successful academically. So, to overcome this problem to
increase female students enrollment in traditional masculine field of studies and enhance their
performance in secondary and preparatory school intervention strategies such as providing
economic and materials incentive strengthening guidance and counseling services, promoting
gender sensitization program are suggested.
99

Map of Study Area Representation
Source: GIS Lab
100