Academic Achievement of Students with Disabilities in the Primary Schools of the South Gondar Administrative Zone,Ethiopia: A Comparative Study on Disability and Gender

Abstract

This study aimed to compare the academic achievement of students with disabilities to that of students without disabilities in primary schools of South Gondar administrative towns. The target population was students with and without disabilities enrolled in the sample schools. Accordingly, the study sample consisted of 227 students with disabilities (112 females and 115 males) and 317 students without disabilities (169 females and 148 males). Quantitative data analysis methods were used to analyze the quantitative data. The results indicated that both groups (students with disabilities and students without disabilities) took a semester course in the 2023/24 academic year, with a statistically significant difference between them (t = -14.030, df = 542, p < .05). In addition, there was no statistically significant difference between the mean achievement scores based on sex and disability (t = 0.577, df = 255, p = .564, p > .05). That is, no significant difference was found in academic achievement scores between female students with disabilities and male students with disabilities (t = 0.577, df = 255, p = .564). Therefore, educational resource distribution policies should prioritize inclusive infrastructure, accessible learning materials, and assistive technologies, and a policy document is designed to address systemic barriers and align with Ethiopia's Education Sector Development Program and the National Inclusive Education Strategy.

Keywords

academic achievement people with disabilities primary school gender comparative study

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