International Journal of Academic Research in Education and Review
 

International Journal of Academic Research in Education and Review

Vol. 3(7), pp. 178-196. August, 2015.

ISSN: 2360-7866

DOI: 10.14662/IJARER2015.039

Full Length Research

Since the implementation of the New Education and Training Policy (1994) of Ethiopia, among various strategies, affirmative action is being implemented to increase females’ academic performance and minimize their attrition rates on the underlying assumption that differences are attributed to socially constructed factors. But, regardless of the presences of various contrasting research findings, in the context where the study was conducted, research based findings concerning the factors contributing to gender difference in academic performance were lacking. Hence, the main objective of this study was to analyze gender difference in relation to factors (academic self-concept, study habit, and SES) that affect academic achievement of students. To this effect, survey (an ex-post facto) design was used, in the sense that the researchers do not have direct control over the independent variables. To maintain gender balance of the sample subjects, stratified random sampling followed by simple random sampling technique was employed. A self-report Likert scale questionnaire and structured interview schedule were used. The computed alpha reliability coefficient for the scales: academic self-concept and study habit were .80 and .83, respectively. Analysis was made on the data obtained from a sample size of 350 students (186 female and 164 male) drown from the target population of 5235 students and percentage, chi-square, t-test, and ANOVA were the statistical techniques used. Consequently, most students were found to have been experiencing poor study habit, low academic self-concept, and low academic achievement. No significant gender difference was observed in academic self-concept, study habit, math and science performance. The variables: study habit, academic self-concept, and perceived level of poverty were found to have significant main effects on academic achievement. Hence, the study has implied the need to shift from emphasis on gender difference to the provision of intervention mechanisms to both male and female students so as to maximize the students’ imperative experience of the factors affecting academic achievement.

Key words: Academic achievement, Academic self-concept, Gender difference, SES, study habit.

 

Cite This Article As: Abay A, Mebrahtu A, Adamu S, Hagos Y (2015). Gender Difference on Factors Affecting Academic Achievement: The Case of General Secondary School Students of Aksum Town. Inter. J. Acad. Res. Educ. Rev. 3(7): 179-196.

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