Understanding the drivers of educational achievements

Although education in Ethiopia is free, pastoralist regions like the Afar National Regional State (ANRS) have long been underserved, resulting in persistently low educational quality. Despite rising enrollment, ANRS continues to rank last nationwide, and the specific causes of poor student performance remain insufficiently understood. This study investigates the factors affecting primary school achievement in the remote pastoralist district of Teru Woreda. Using a mixed-methods design, data were collected from 341 randomly selected students across three primary schools and three Alternative Basic Education centers. Analysis using descriptive statistics, correlation, and multivariate regression shows that school facilities, student interest, study time, and family academic follow-up positively influence performance. Family wealth, however, has a negative effect, as better-off households often prioritize livestock management over schooling. The model explains 51.4% of the variance in student outcomes. Overall, academic performance in Teru Woreda is shaped by inadequate school infrastructure, low motivation, weak study habits, and limited family support, compounded by pastoralist livelihood demands. Targeted, context-sensitive policy interventions are needed to address these challenges.