Disparity in Academic Achievement in Selected Colleges of Teachers Education in Oromia Region

Abstract

The main objective of this study was to identify the disparity in academic achievement of female and male students in colleges of teachers’ education in Oromia, and to identify variables attributing to this disparity. Three colleges of teachers’ education. To this effect, Asella, Jimma and Nekamte colleges of teaches education were selected by purposive sampling. 184 (one hundred and eighty four) female and 155 male students of third yearwere selected from language, natural science and social science streams by quota and systematic sampling techniques. The study was carried out by employing closed-ended questionnaires addressing issues attributing to academic achievements like gender stereotype, admission procedure, institutional satisfaction, parental style, learning style, personality style and accommodation issues and Cumulative Grade Point Average (CGPA) of Ethiopian General Secondary Education Certificate Examination (EGSECE) Cumulative GPA of college academic achievements (CGPA). These variables were analyzed with t-test, ANOVA, and simple regression analysis. The results of the study indicated that there are statistically significant differences between male and female students in academic achievement in both EGSECE and College CGPA; and further more, at stream levels male students are significantly performing better than female students. From attributing variables, there are statistically significant differences between male and female students in gender stereotype and institutional satisfaction while the same responses were obtained in other attributing variables. Moreover, the regression analysis shows that gender stereotype, institutional satisfaction and accommodation are significantly associated with female students’ academic achievement.