Gender Disparity Analysis in Academic Achievement at Higher Education Preparatory Schools: Case of South Wollo, Ethiopia

Autor/in	Eshetu, Amogne Asfaw
Titel	Gender Disparity Analysis in Academic Achievement at Higher Education Preparatory Schools: Case of South Wollo, Ethiopia
Quelle	In: Educational Research and Reviews, 10 (2015) 1, S.50-58 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Academic Achievement; Gender Differences; Case Studies; Secondary School Students; Statistical Significance; Exit Examinations; Student Records; Data Analysis; Statistical Data; Standardized Tests; Correlation; Statistical Analysis; Participant Characteristics; Mathematics Achievement; English; Regression (Statistics); Predictor Variables; College Preparation; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Schulleistung; Geschlechterkonflikt; Case study; Fallstudie; Case Study; Sekundarschüler; Final examination; Abschlussprüfung; Schülerakte; Auswertung; Standadised tests; Standardisierter Test; Korrelation; Statistische Analyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English language; Englisch; Regression; Regressionsanalyse; Prädiktor; Ausland; Äthiopien
Abstract	Gender is among the determinant factors affecting students' academic achievement. This paper tried to investigate the impact of gender on academic performance of preparatory secondary school students based on 2014 EHEECE result. Ex post facto research design was used. To that end, data were collected from 3243 students from eight purposively selected schools. The analysis has been undertaken quantitatively using independent samples t-test, one sample t-test, Pearson correlation coefficient, Chi-square test, ANOVA and linear multiple regression. The findings revealed that there is statistically significant difference between male and female students favoring the former. Sample mean is statistically higher than regional and zonal mean scores. A statistically significant difference among sampled schools has been observed. Younger students have scored significantly higher result than the older ones. The proportion of male students in the upper achieving groups was significantly higher than females and the opposite was true for low achieving groups. More effort is needed by concerned bodies so as to narrow the gender disparity. Furthermore, additional studies should be conducted to investigate the performance differences among schools. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01