Female students’ learning momentum in the aftermath of the war: the case of upper primary schools of Habru Woreda, Ethiopia

Abstract

ABSTRACT The purpose of the study was to examine how upper primary school female students motivated to learn in the aftermath of the Tigrian War. To do so, a case study design was used; 40 upper primary school female students, 40 teachers, 5 school principals, and a Woreda education office head were used as data sources by using snowball, purposive, and comprehensive sampling techniques respectively. Focused group discussions (FGD), interviews, and observation were employed as the study’s data collection methods. The collected data was then thematically analysed, and the results show that female students’ post-war learning involvement was ineffectual; the schools were not suitable for carrying out educational activities. To learn successfully, according to the findings, students require ongoing psychosocial training and financial assistance. As a result, damaged schools need to be rebuilt, students need a variety of psychosocial training, and both the federal and regional governments must ensure society and put a stop to the Tigrian junta’s ongoing fighting.