Browsing by Author "FIKADU GETACHEW"

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    Contributions Of Community Participation in Students’ Academic Achievement in South West Ethiopia Konta Zone Meda Yeja Primary School
    (WOLKITE UNIVERSITY, 2025-08) FIKADU GETACHEW
    This study examines the contribution of community participation in students' academic achievement at Meda Primary School in Konta Zone, South West Ethiopia. The research aimed to identify the extent of community involvement, its impact on academic performance, and the challenges hindering effective participation. A cross-sectional survey design was employed, with data collected from 126 students, 18 teachers, and 96 parents using questionnaires, interviews, and document analysis. Findings revealed that economic problems (reported by 62.5% of teachers, 60% of parents, and 71% of students) were the primary constraint limiting community participation. Additional barriers included lack of awareness and insufficient communication between schools and communities. Despite these challenges, the study highlighted the positive role of community involvement in enhancing students' academic outcomes, such as improved parent-teacher communication and increased access to learning materials. The study concludes that addressing economic barriers, raising awareness, and fostering stronger school-community relationships are essential to maximizing the benefits of community participation. Recommendations include government and school-led initiatives to incentivize involvement, regular community discussions, and media campaigns to promote the importance of education. This research provides valuable insights for policymakers, educators, and stakeholders aiming to improve academic achievement through community engagement.
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    Contributions Of Community Participation in Students’ Academic Achievement in South West Ethiopia Konta Zone Meda Yeja Primary School
    (WOLKITE UNIVERSITY, 2025-09) FIKADU GETACHEW
    This study examines the contribution of community participation in students' academic achievement at Meda Primary School in Konta Zone, South West Ethiopia. The research aimed to identify the extent of community involvement, its impact on academic performance, and the challenges hindering effective participation. A cross-sectional survey design was employed, with data collected from 126 students, 18 teachers, and 96 parents using questionnaires, interviews, and document analysis. Findings revealed that economic problems (reported by 62.5% of teachers, 60% of parents, and 71% of students) were the primary constraint limiting community participation. Additional barriers included lack of awareness and insufficient communication between schools and communities. Despite these challenges, the study highlighted the positive role of community involvement in enhancing students' academic outcomes, such as improved parent-teacher communication and increased access to learning materials. The study concludes that addressing economic barriers, raising awareness, and fostering stronger school-community relationships are essential to maximizing the benefits of community participation. Recommendations include government and school-led initiatives to incentivize involvement, regular community discussions, and media campaigns to promote the importance of education. This research provides valuable insights for policymakers, educators, and stakeholders aiming to improve academic achievement through community engagement.