FACTORS INFLUENCING THE ACADEMIC PARTICIPATION OF FEMALE STUDENTS IN SECONDARY SCHOOLS: A CASE STUDY OF BELE GESGAR, AMIGNA, AND ROBE DISTRICTS, ARSI ZONE, OROMIA, ETHIOPIA

Education is a universally recognized fundamental human right crucial for eradicating poverty and fostering socioeconomic development. This study aimed to identify the factors affecting the academic engagement of female students in secondary schools located in Bele Gesgar, Amigna, and Robe woreda. Active learning (participation) of female students in the area was related with gender issues, and their academic participation was not proportional compared to that oftheir male counterparts. Notably, the dropout rate among female students was slightly higher than that of males. This study was conducted in Bele Gesgar, Amigna, and Robe woreda secondary schools. Bele Gesgar Woreda had two secondary schools. Amigna Woreda had two secondary schools and Robe Woreda had five secondary schools. The researcher took two secondary schools from each district. A sample of 333 female students was drawn from the total population of the selected districts, covering grade 9 to 12. The samples were selected using a purposive non- probability sampling technique based on their proportion, and the researcher used a random sampling method to determine the actual sample size. Both qualitative and quantitative research approaches were employed. To achieve this, the researcher collected primary data from 333 female students, 18 teachers, and 6 school principals using census survey method in the three selected woredas of Arsi Zone. The tools used included questionnaires and interviews to accomplish the objectives of the study. The researcher utilized questionnaires for female students and teachers, while interview questions were prepared for school principals. The methods of data analysis involved simple descriptive statistical methods (mean, percentage) and comparisons of means using the statistical package for social science (SPSS) version 20. Therefore, this research sought to address the underlying issues affecting female academic participation and to identify effective learning strategies that could enhance their engagement in education<br> 3