Assessment on the Practices, Challenges and Designing Strategies to Improve and Enhance Female Students Academic Achievement in Bonga College of Teacher Education

Abstract

Female students highly held certain perceptions which they believed negatively affected their academic achievement. Thus gender sensitivity should be taken seriously in schools and in homes as well as in society at large to ensure that female students have positive self-concepts which, invariably, lead to better performance and improved academic attainment(.Edmore Mutekwe, etal 2012). Therefore, this study was conducted to assess the practices, challenges and designing strategies to improve and enhance the academic achievement of female students in BCTE. Thus, the study population was second and third year female Students of Bonga College of teacher education, gender unit officer, registrar officers and academic dean of the college. Particularly to make the data collection manageable from the sides of Students the researcher had taken 35% from the total numbers of the students.  To conduct this research the researcher was used the random sampling technique (lottery) and non-random sampling (purposive) sampling to get available information for the study from the study populations. The random sampling technique (lottery) was applied to collect data from the students and non-random (purposive) sampling for gender unit officer, registrar officers and academic dean. However, the researcher was used questionnaires and interviews as tools data collection. Hence, the study revealed the problems Related with the instructors, students themselves, communities and college factors that directly and indirectly affected the female students academic achievements even their health. So, the researcher was recommended that the whole stakeholders in education should exerted their efforts for the improvement and enhancing of female academic performance and achievements in and outside college of teacher education.

Keywords: Practices, Challenges, Designing strategies and academic achievement

DOI: 10.7176/JESD/14-3-01

Publication date: February 28^th 2023