Perception of University Female Students on Factors Affecting Their Academic Performance and Competency: A Study from Dire Dawa University, Ethiopia

Hailemariam Mamo

doi:10.11648/j.sjedu.20170505.15

Abstract

Although, improvement has been observed in Ethiopia, female students’ academic competency and performance is low compared with male students because of various economical, environmental or socio cultural factors resulting higher attrition rate in their academic success. The study was designed to assess female students’ perception on factors affecting their academic competency and performance. Cross-sectional study and random sampling was applied among Dire Dawa University senior female students. Questionnaire and structured interview were used for data collection. Female students’ perception on various factors was addressed. Most female students agreed that institutional, family and their background, environmental and socio-cultural, behavioral and commitment related factors affect their academic performance and competency. They perceived that lack of self-confidence, stress, lack of preparation, university related factors (lack of proper reading place, lack of proper guidance), and students and teachers characteristics influence their competency and performance. The university management, parents, students themselves and other concerned bodies should work to reduce factors that affect academic performance and competency of female students. Projects should be designed to alleviate the problems so as to make female students competent and successful in their academic life.

Highlights

The number and proportion of female students is lower in Ethiopian higher educational institutions compared to male students [1]
Females who graduate from higher learning institutions and their graduation rate is lower compared to male graduates [2, 3]
This study has focused on university female students’ perception on factors affecting their academic performance and competency among senior Dire Dawa University female students implication for intervention

Summary

Introduction

The number and proportion of female students is lower in Ethiopian higher educational institutions compared to male students [1]. To address this gap the government has formulated and has been implementing various strategies to increase females’ participation in education, decision making and developmental activities. Education is harmonious development and vital for every wise human activity [3]. It is linked with individual’s wellbeing and opportunities for better living and enables citizens to make all rounded participation [3, 4]. Academic performance and competency are one of the indicators for educational quality which are measured in terms of students’ achievement and capability towards specific objectives of courses or academic programs

Methods

Findings

Discussion

Conclusion