The purpose of this study was to investigate the impacts of psycho-social environment of learning on the academic performance of female students at higher learning institutions of Ethiopia. The subjects used for the current study were second and third year female students selected by purposive sampling and their teachers selected by simple random sampling (lottery method) from five selected universities of Ethiopia. The descriptive research design was used to conduct this study by using both the quantitative and qualitative research techniques. Quantitative data were collected through document analysis, questionnaire and classroom observation. On the other hand, the qualitative data were collected through face-to-face interview to teachers and with the qualitative parts of the questionnaire. The result indicated that academic performance of female students at higher learning institutions of Ethiopia has been hampered by female-unfriendly psycho-social environments of learning: irrelevant instructional approaches, female-unfriendly social relations, lack of guidance and counseling, male-dominance, and lack of functional institutional structure for mainstreaming gender that resulted in negative self-concept by female students’ in their academic activities. Based on these findings, therefore, inclusive teaching approach, special support to female students, the establishment of relevant and functional institutional structure for mainstreaming gender are recommended to be implemented in all higher learning institutions of Ethiopia.
Indian Member 40.00
Others Member 3.00