文章基本信息

标题：Retrospective Analysis of Academic status of Female students in Jimma University Main Campus: from 1993 to 1997 E. C.
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作者：A Bekele ; K Melesse ; F Mikre 等
期刊名称：Ethiopian Journal of Education and Sciences
印刷版ISSN：1998-8907
出版年度：2007
卷号：3
期号：1
DOI：10.4314/ejesc.v3i1.41997
语种：English
出版社：African Journals Online
摘要：Female students' participation in tertiary level education in Ethiopia is still very low even though rapidly increasing from time to time. This cross sectional study of Jimma University female students' academic performance was conducted concentrating on the main campus, focused on the six faculties, namely faculty of medical sciences, public health, business and economics, technology, education and law. Data were collected from the university registrar based on the records of the years 1993 through 1997 Ethiopian Calendar and ethical considerations were taken care. According to the study, female students' success rate at fresh level was founded 68.1%, including the status of pass, distinction and great distinction; followed by 15.3% warning, still lower than the males' performance at this level. That is, the attrition rate of male and female students at this level was founded to be 16.6% and 8.7% respectively, where the females' rate was almost twice that of the males' rate. At the final year of graduation the success rate of female students was 88.9%, which was encouraging, but still lower than the males' success rate, 92.2%. Though many of the females were founded rural originated, there was no significant difference in their academic performance compared with those from town. Besides, some female students disposed to academic dismissal and drop out at higher rates in some particular faculties like faculty of technology and medical sciences; which is recommended for further study followed by remedial action plan. Of course the recommendation to increase the rate of female enrolment at tertiary education followed by the continuation of the existing affirmative action is intact. Ethiopian Journal of Education and Sciences Vol. 3 (1) 2007: pp. 23-42