parents including Ethiopia is poor. So, due to unknowing the use of education, they do not motivate their daughters to learn than they demand to use their labour. This is clearly stated by Mcweency & Maria (1980) and Mbilinyi (1969) by saying that the parents need of their daughters with household chores at home is other serious obstacle of schools’ participation of female students in the secondary school. As many educators have found if the educational background of the parents is very well, their job position may also be well. Then, the well position of the parents indicates that they may have good economical background. So, such parents who have good economical background may help their daughters to continue their education. Otherwise, parents who are illiterate and have poor economic background might affect their educational participation such as not being voluntary to help them. That is daughters’ why Wanna and Tsion (1994) also suggested that education is strongly affected females’ by parents who are illiterate than literate. Disintegration or Breakdown of Family Many researchers have argued that the structural situation of the family has strongly affected the learning situation of females. As Brimer and Pauli (1971) pointed out, the disunity of the family in different cases such as death, divorce or distance, work etc. is the other additional factors that affect the female participation in the secondary students’ schools. This implies that the disunity of the family influence their strong children’s positive feeling towards educational achievement by creating tension and instability in their life situation. Furthermore, as Ediger (1987) states that the breakdown of the school-age girls' family will lead them to poor achievement of education which contributes for their grade repetition, and finally withdraw from school (Kurdek and Sinclair, 1988). Besides the above statements, Stow and Selfe (1989) also suggested, school girls who have divorced parents are more victim of education than boys since they will be exposed to the burden of housework taking their studying time of education. It is also clearly noted that girls who are living with their stepmother or stepfather are more influenced than boys in academic performance are. This is the reason that most girls who are living
parents including Ethiopia is poor. So, due to unknowing the use of education, they do not motivate their daughters to learn than they demand to use their labour. This is clearly stated by Mcweency & Maria (1980) and Mbilinyi (1969) by saying that the parents need of their daughters with household chores at home is other serious obstacle of schools’ participation of female students in the secondary school. As many educators have found if the educational background of the parents is very well, their job position may also be well. Then, the well position of the parents indicates that they may have good economical background. So, such parents who have good economical background may help their daughters to continue their education. Otherwise, parents who are illiterate and have poor economic background might affect their daughters’ educational participation such as not being voluntary to help them. That is why Wanna and Tsion (1994) also suggested that females’ education is strongly affected by parents who are illiterate than literate. Disintegration or Breakdown of Family Many researchers have argued that the structural situation of the family has strongly affected the learning situation of females. As Brimer and Pauli (1971) pointed out, the disunity of the family in different cases such as death, divorce or distance, work etc. is the other additional factors that affect the female students’ participation in the secondary schools. This implies that the disunity of the children’s family influence their strong positive feeling towards educational achievement by creating tension and instability in their life situation. Furthermore, as Ediger (1987) states that the breakdown of the school-age girls' family will lead them to poor achievement of education which contributes for their grade repetition, and finally withdraw from school (Kurdek and Sinclair, 1988). Besides the above statements, Stow and Selfe (1989) also suggested, school girls who have divorced parents are more victim of education than boys since they will be exposed to the burden of housework taking their studying time of education. It is also clearly noted that girls who are living with their stepmother or stepfather are more influenced than boys in academic performance are. This is the reason that most girls who are living