FACTORS AFFECTING GIRLS’ ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS OF HARARI REGIONAL STATE

Abstract

The purpose of this study was to assess the factors affecting girls’ academic performance in government secondary schools of Harari regional state. To undertake this study a descriptive survey design was adopted. The researcher used quantitative and qualitative approaches to gather data relevant to the topic. The participants of the study were 252 female students, 84 teachers, 4 school principals, 4 academic vice principals, 4 PTA chairpersons, 3 Education experts at the Regional Education Bureau and 1 gender focal person. Purposive and random sampling techniques were applied. The data were collected using questionnaires, interview, focus group discussion, and document analyses. The collected data were categorized and coded on a pre-drafted coding sheet. Frequency counts and percentage calculations were conducted to compare the academic performance of male and female students, while t-test was computed to compare the responses of teachers and students for the quantitative questions. The qualitative data were summarized and paraphrased, and reported in thematic manner. In addition, information from documentary review was incorporated to support and clarify the data presented in different themes. The results of the analysis revealed that in the period under study (2014 – 2016) girls continued to perform lower than boys in EGSECE on completion of general secondary education. Deficient gender responsive program and policy intervention practices failed to improve girls’ performance in secondary schools. Poorly enforced policy and legislations increased girls’ vulnerability to gender based violence; weak program coordination and management increased the likelihood of poor academic performance. This study identified several other factors that inhibit girls’ progress in their learning: low family socio economic status, low level of education, poverty, low value for girls’ education and household chores as home related factors, as well as, poor school facilities, lack of organized gender- responsive programs and support systems, gender based violence, girls’ low motivation and effort for academic success, peer’ negative pressure, and teachers’ attitude and classroom practices as school related factors that hinder girls’ progress in their learning. It is recommended that the regional education bureau and the schools’ leadership need to take the responsibility to sensitize all stakeholders on gender issues coordinate efforts and act to improve the quality of policy and programs implementation to enhance girls learning and performance, in addition to organizing needs based leadership and teachers’ development programs as well as girls’ empowerment programs. The study further recommended the need for the government to strengthen community development projects (involving the community and charity organizations), so that improved economic status would enable families to overcome their financial problems and support girls’ education (as a means to alleviate the chain of poverty persisted in the family), since family status is the foundation for the promotion of girls’ education.