Abstract:
The main objective of the study was to investigate the socioeconomic status and institutional factors that contribute to the differences in academic achievement between private and public preparatory schools students in Dire Dawa Administration. To address its objectives, the study had focused on parental SES and involvement as well as school type. The target population of the study was students who took the Ethiopian General Secondary Education Certificate Examination (EGSECE) in 2014/15 and 2015/16 academic year and who were attending the Preparatory Program (Grade 11 and Grade 12). Accordingly, from a total of 3261 preparatory schools students 346 students were selected to gather quantitative data through questionnaire. The study employed mixed research method approach of triangulation design. In addition, for qualitative data collection key informant interview guide was used in which each sample school principals were taken as a key informant interviewee, while also the opinion of the concerned bodies was investigated by employing FGDs in each sample schools in which parents and teachers were randomly selected for the discussion. While quantitative data was analyzed using descriptive and inferential statistical analysis, qualitative data were analyzed and presented by using descriptive, narrative and interpretative methods. The study, therefore, identified that parents’ educational attainment and household income to be positively correlated with students academic achievement where as parents’ education were also found to be positively correlated with household income. Meanwhile, parental education level was found to be a good predictor of students’ academic achievement. In addition, increasing parental involvement at home and at school and teachers’ strong academic support are identified to contribute for students’ better academic achievement. Hence, given the relevance of education to individual’s well-being and opportunities for better living and to national development, parents and schools as well as the government need to do collaborative efforts for better academic achievement of both types of school students.
