The Difference between Male and Female Students’ Self-Efficacy, Academic Engagement and Academic Achievement in Biology among Grade Ten Students in South Wollo Zone Schools in Ethiopia

Kulitu Hassen Mohammed

doi:10.5901/mjss.2014.v5n23p804

Abstract

The aim of this study was to examine the differences between male and female students’ self-efficacy, academic engagement and academic achievement in biology among Grade 10 students in South Wollo Zone Schools in Ethiopia. In order to examine the specified aim of this study, 380 (192 male and 188 female) grade ten students were selected from two schools. Convenience sampling was used to select the schools and random sampling to select participant students. The Amharic version of the instruments adapted from “Science Self Efficacy Questionnaire (SSEQ)” and “High School Survey on Student Engagement (HSSSE, 2005) Questionnaire” were used. These questionnaires were administered during the last week of May 2012. Academic achievement test in biology was administered to collect data on students’ performance score during the first week of June 2012. T-test was used to analyze quantitative data. The results of the study indicated that there was statistically significant difference between male and female students in self-efficacy and academic achievement in biology. Male students showed higher self-efficacy and academic achievement in biology than female students. There was no statistically significant difference between male and female students in academic engagement, although, there was a slight mean difference in favour of male students. The results of this study may have its own contributions to educational planners, schools administrators, teachers and parents in dealing with issues relating to the differences between male and female students’ self-efficacy and academic achievement in biology. Increase in female students’ self-efficacy and academic engagement could decrease the gap between male and female student academic achievement in biology. Therefore, biology teachers and educators need to factor in self-efficacy and academic engagement as useful strategies in their intervention mechanism in order to reduce the differences between male and female students’ in academic achievement in biology. DOI: 10.5901/mjss.2014.v5n23p804

Highlights

In Ethiopia, females constitute 48.9% of the total population, which is almost half of the population (Central Statistics Authority [CSA], 2007)
It helps them to realize that raising female students ‘self-efficacy and academic engagement can play a significant role in lifting up female students’ academic achievement in biology. It can help biology teachers in considering that self-efficacy and academic engagement as important and valuable issues in raising female students’ academic achievement in biology and take efforts to raise any low level of self-efficacy and academic engagement
It helps them to be aware of any unintentionally negative influences they may be exerting on female student self-efficacy and academic engagement because just as self-efficacy and academic engagement can be raised, they can be lowered

Summary

Introduction

In Ethiopia, females constitute 48.9% of the total population, which is almost half of the population (Central Statistics Authority [CSA], 2007). From the school age population in the country, there were 34.7% of females at secondary level (Ministry of Education Statistics Annual Abstract [MoE], 2011). Habtamu (2004) stated that inequality of education opportunity between males and females is still serious problem in Ethiopian. Mamo (2002) reported that dropout and attrition rate of female students in Ethiopia has been a serious problem in all levels of schooling. Low participation and poor academic achievement of female students at secondary level, in Grade 10 national examination, is pertinent problems that need investigation. The Gender Parity Index for grades 9-10 student was 0.71 in 2011 This showed that much remains to be done in reducing the difference between male and female students’ academic achievement (MoE, 2011). Gender Parity Index is the ratio of female to male Gross Enrolment

Methods

Results

Conclusion