http://ir.haramaya.edu.et//hru/handle/123456789/17 2026-10-19T10:35:47Z 2026-10-19T10:35:47Z Ahmednur Yusuf Abdulahi Tadesse H. (PhD) Birhanu S. (Assistant Prof.) http://ir.haramaya.edu.et//hru/handle/123456789/8725 2026-10-19T08:17:59Z 2026-01-01T00:00:00Z

MENSTRUAL HYGIENE MANAGEMENT AND SCHOOL DROPOUT AMONG FEMALE ADOLESCENT STUDENTS OF JIGJIGA SENIOR SECONDARY SCHOOL, IN JIGJIGA CITY ADMINISTRATION. SOMALI REGIONAL STATE Ahmednur Yusuf Abdulahi; Tadesse H. (PhD); Birhanu S. (Assistant Prof.) This study examines the menstrual hygiene management (MHM) on the education of adolescent girls at Jigjiga Senior Secondary School, Ethiopia. A mixed-methods approach was used to reveal a critical convergence of knowledge gaps, socio-economic constraints, and inadequate infrastructure that severely disrupts schooling. Findings show significant knowledge deficits, with 49% of girls lacking understanding of menstruation and 67.5% unaware of hygienic practices. School Water, Sanitation, and Hygiene (WASH) facilities were overwhelmingly deficient, fostering an environment of fear and anxiety. These challenges directly contributed to universal absenteeism. The study concludes that poor MHM, driven by structural, educational, and economic barriers, creates a direct pathway to school absenteeism, academic under-performance, and elevated dropout risk. Recommendations include implementing school-based MHM education, providing free sanitary products, urgently improving WASH infrastructure, training teachers, and exploring pain management solutions. Addressing these issues is essential for advancing gender equality and improving educational outcomes for girls in similar contexts 64p.

2026-01-01T00:00:00Z Abdunasir Abduraman Edres Said (Assis.Prof) Galata Sitota (Assis.Prof) http://ir.haramaya.edu.et//hru/handle/123456789/8721 2026-10-19T07:46:06Z 2025-01-01T00:00:00Z

SCHOOL LEADERSHIP EFFECTIVENESS IN IMPROVING STUDENTS’ ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS OF EAST HARARGHE ZONE Abdunasir Abduraman; Edres Said (Assis.Prof); Galata Sitota (Assis.Prof) This study was conducted to investigated the effectiveness of school leadership in enhancing students ‘academic achievement in the East Haranghe Zone, Ethiopia. The study employed a concurrent triangulation research method, integrating both quantitative and qualitative approaches.This method allowed for the simultaneous collection of data through questionnaires for quantitative analysis and semi-structured interviews, and, utilizing questionnaires, interviews, and document analysis to gather comprehensive data for qualitative insight. 104 respondents were Samples. From leaders and teachers leaders. 49 School leaders selected by available sampling and 55 school teachers were selected by systematic sampling. Return rate of 100% for the distributed questionnaires, highlighting role of leadership styles in influencing educational outcomes. The findings reveal a significant decline in student performance, particularly in the national exams for grade 12, highlighting the urgent need for effective instructional leadership The research identifies key areas where leadership practices can improved, such as goal setting, stakeholder engagement, to foster conducive learning environment The first chapter was introduction that outlines the Background, statement of the problem, objectives, significance, limitations, and definitions of key terms, the second chapter related literature, how effective school leadership can influence student performance, the third chapter about methodology describes the research design, data sources, population, sampling techniques, and data collection instruments, the fourth chapter the data analysis and interpretation, highlighting leadership styles and student achievement. The fifth summarizes conclusions, and recommendations of the study for improving school leadership practices to enhance student outcomes 60p.

2025-01-01T00:00:00Z Abdulbari Ahmed Usmail Gemechu Abera (Asso Prof) Bahar Adem (PhD) http://ir.haramaya.edu.et//hru/handle/123456789/8719 2026-10-19T07:38:45Z 2026-01-01T00:00:00Z

THE INFLUENCE OF SOCAI MEDIA USAGE ON ACADEMIC AND SOCIAL BEHAVIOR OF FIRST YEAR HARAMAYA UNIVERSITY STUDENTS Abdulbari Ahmed Usmail; Gemechu Abera (Asso Prof); Bahar Adem (PhD) This study employed Social Cognitive Theory (SCT) to assess the influence of social media on the academic and social behaviors of first-year students at Haramaya University, Ethiopia. An explanatory sequential mixed-methods design was utilized, collecting data from 337 students via surveys, and following up with in-depth interviews and observations with a subset of 15 participants. The study first mapped prevalent usage patterns, finding dominant engagement with Telegram (85%) and TikTok (72%), with an average of 3.2 hours of daily use. Quantitative analysis revealed a significant positive correlation between time spent on social media and increased academic procrastination. Furthermore, regression analysis indicated that higher social networking use predicted lower participation in campus clubs and activities, suggesting a displacement of offline social engagement. Qualitative findings, analyzed through the SCT lens, explained these patterns. Students described learning procrastination habits through observation and reinforcement in online peer groups. Social comparison on visual platforms was tied to anxiety and reduced self-esteem, fueled by upward comparisons to idealized peers. Critically, data revealed an efficacy-expectation gap: students reported low self-efficacy for controlling their use despite holding high positive outcome expectations about staying connected, leading to compulsive checking and sleep disruption. The study concludes that social media acts as a powerful environment for observational learning, where both adaptive and maladaptive behaviors are acquired. Its influence is significantly moderated by students perceived selfregulatory efficacy. Recommendations are theory-driven and actionable: 1) The university should integrate SCT-based digital literacy modules into orientation programs to build selfregulation skills; 2) Counseling services should offer workshops focused on strengthening students' self-efficacy for managing technology use; and 3) Students should be encouraged to form peer accountability groups to foster a supportive environment for behavioral change. 70p.

2026-01-01T00:00:00Z Abdu Birratu Endris Seid Kassaw (Assis. Prof) Dr.Yirgalem Alemu http://ir.haramaya.edu.et//hru/handle/123456789/8717 2026-10-19T07:33:53Z 2025-12-01T00:00:00Z

PSYCHOSOCIAL WELLBEING OF INTERNALLY DISPLACED PERSONS IN DEDER AND GORO GUTU WOREDAS OF EAST HARARGE ZONE; OROMIYA REGIONAL STATE, ETHIOPIA Abdu Birratu; Endris Seid Kassaw (Assis. Prof); Dr.Yirgalem Alemu The objective of this study was to examine the psychosocial well-being of protracted internally displaced people (IDPs) residing in collective centers in Deder and Goro Gutu woredas of East Hararge Zone, Oromia, Ethiopia. A descriptive research design was employed with 279 randomly selected IDPs displaced from the Somali Regional State and currently living in 10 collective shelters. Data were collected using standardized questionnaires and analyzed through descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics, specifically independent sample t-tests. Results revealed poor psychological well-being, particularly in environmental mastery (M = 1.73, SD = 0.90) and personal growth (M = 1.81, SD = 0.97), alongside generally low social well-being (M = 1.90, SD = 0.65), with social acceptance (M = 1.75, SD = 0.97) and social contribution (M = 1.81, SD = 0.90) scoring lowest. Purpose in life scored highest (M = 4.08, SD = 1.08), indicating that respondents retained a sense of meaning despite adverse conditions. Comparisons across gender and marital status showed slight differences, but none were statistically significant, suggesting that demographic variables exert minimal influence on psychosocial outcomes. In conclusion, the findings demonstrate that psychosocial well-being among protracted IDPs is shaped far more by common displacement-related stressors such as confinement in collective shelters, disrupted livelihoods and social networks, loss of property, and inadequate services than by demographic characteristics. This aligns with previous studies emphasizing that trauma exposure, coping strategies, and the quality of community integration are stronger determinants of well-being than socio-demographic factors. The study recommends that government institutions, NGOs, and other stakeholders prioritize interventions that strengthen social support networks, promote psychological empowerment, facilitate reintegration and rehabilitation, and expand access to mental health services to enhance resilience and community integration among displaced populations. 80p.

2025-12-01T00:00:00Z