| Abstract: | The main purpose of this study was to investigate the factors affecting girls’ academic achievement in second cycle primary schools in Toke Kutaye woreda. To achieve this objective different basic research questions were raised. The study employed concurrent mixed methods design with both quantitative and qualitative approaches. Considering the geographical area of the woreda, cluster sampling technique was used and six schools were selected purposively. Student respondents were selected based on stratified sampling considering their sex and grade level. Teacher respondents also selected from each department by using stratified sampling technique and parents were chosen by using availability sampling technique. To triangulate the data primary and secondary sources of data were used. The primary data sources comprised students, teachers, principals, parents of girls, and Woreda education experts. As secondary source of data statistical and factual information of the woreda education office were analyzed and highly consulted. Depending on the research questions and the nature of respondents, a variety of data gathering tools including questionnaire, interview and observation were used. Percentage was predominantly used to indicate the extent of respondents’ opinion towards the issue raised. As the finding of the study indicated, the second cycle primary school repetition of girls is a serious problem throughout the woreda. The study also revealed that low level of parental involvement in their daughter education; household chores negatively affect girls’ academic achievement. School related factors like school facility, lack of role model female teachers, teachers’ attitudes also negatively affected girls academic performance. Thus based on the findings of this study, it is recommended that educational officials at various levels should promote and enhance awareness creation programs on gender issue in education to parents and other community members. Teachers and school principals should work jointly with girl students and their parents to improve girls’ academic performance. Moreover the local government and educational authorities, NGOs and the community should work jointly to support girls’ education by facilitating the schools with necessary inputs for girls, by updating teachers with gender issue in education. The schools themselves should create conducive environment to empower girls by assigning then as team leader and members in different school curricular activities. Female teachers should play a part in this regard. |
