ACADEMIC PERFORMANCE OF FEMALE STUDENTS IN PRIMARY SCHOOLS OF HARSHIN WOREDA, FAFAN ZONE, SOMALI REGIONAL STATE, ETHIOPIA

Abstract

The main purpose of this study was to examine academic performance of female students in primary schools of harshin woreda, fafan zone, somali regional state. To conduct this study, descriptive survey research design was employed. A total of 370 respondents (360 female students, 3 principals, 3 vice principals, 2 teacher representative and 2 parents teacher students association heads was included in the study. school leaders were selected using purposive sampling while the female students’ respondents were selected using simple random sampling techniques. The data were gathered through questionnaire and interview. Data gathered through questionnaire were analyzed using percentage, frequency, mean, standard deviation and one sample t-test. Data obtained through interview and open-ended was qualitatively analyzed. Findings from the data analysis revealed that female students’ respondents were decided agree score with regards to society attitudes effects on female academic performance. The study clearly indicated that family socioeconomic background, parental low income, economic status of parents was not helping female students to motivated on their academic performance. In addition, female student’s teacher relationship, level of parental education, absence of family support are some of the factors affecting female students’ academic performance. Based on the investigated challenges in this study it can be summarized that poor educational background of parents, female students self-stem, and attitude for themselves was rated the most dominant challenges. Schools in collaboration with woreda education office should create awareness among the community with regards to educating female is all about educating citizen. Improving the female students‟ academic performance in the primary school is not only the responsibility of parents, students, thus large community should work on improving their academic performance