Academic Performance Of Female Students In Addis Ababa The Case Of Kirkos Sub City Primary Schools

The primary purpose of this study was to assess the academic performance of female students atrnKirkos Sub-city primary schools and investigate factors affecting academic achievement of femalernstudents. Besides it tried to examine the relationship of academic performance with the major threernindependent factors, such as, school environment (facilities, teacher competency, and principalrnleadership); socio-economic status of parents, parental education and sex related factors. For datarngathering, both quantitative and qualitative research methods were employed. The techniques usedrnwere questionnaires, focus group discussions, and interviews. A pilot study was conducted to assessrnthe clarity of the items, the reliability and the feasibility of the instrument by using 30 students fromrnprimary school, who were from similar standard.rnThe questionnaire was administered for 160 grade eight students at Kirkos Sub-City. Thernqualitative instrument constituted of document analysis, student records, and interview. SPSS 20.0rnand Statistical techniques such as Percentage, frequency, Spearman's rho and t-test analysis werernused for data analysis. The core results were that female students’ academic performancernparticularly at primary level (first Cycle) was better than that of male students. On the other hand,rnthe same students, i.e., male students’ academic performance particularly at the second Cycle wasrnbetter than that of female students.rnThe research has identified that factors, such as, school environment (facilities, teacherrncompetency, and principal leadership); socio-economic status of parents, parental education andrnsex related factors affected the academic performance of female students. The problems femalernstudents encountered were school environment, gender related factors, parental education, andrnsocio-economic factors. In conclusion, the majority of problems female students encounter andrn9rnthose factors that affect female students’ academic performance are school based factors and homernbased factors.rnBased on the findings, recommendations were suggested. In this respect school administration isrnresponsible to facilitate school environment and fulfill learning materials that impede femalernstudents from achieving better results. The school administration is also expected to encouragernparental involvement and work diligently to increase parental interaction at school, attempt tornprovide legal protection for sexual harassment that prevails in schools, encourage providingrnprogressive gender focused tutorial programmes,

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