Mekelle Institute of Technology

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    DATA MINING-BASED ANALYSIS OF CONTRIBUTING FACTORS TO STUDENT DROPOUT: A CASE STUDY OF SECONDARY SCHOOLS IN THE NORTH-WESTERN ZONE OF TIGRAY
    (Mekelle University, 2025-09-24) MULUBIRHAN YIGZAW
    This study investigates the multifaceted factors contributing to student dropout rates in secondary schools within the North Western Zone of Tigray, Ethiopia, specifically focusing on Shire Preparatory school, Shire General secondary school, Selekleka secondary school, Adi-Daero secondary school, Sheraro secondary school, Semema secondary school, Endabaguna secondary school and the like. The dropout rate in this region averages 12.5%, which means 6840 students (Male=4859, Female=1981) as reported by the Zone/Woredas Education Office in 2024 necessitating an in-depth exploration of underlying causes, which include socio-economic challenges, cultural dynamics, and institutional inadequacies. Employing a mixed-methods research design, this study utilizes quantitative data through surveys distributed to students, teachers, and administrators, alongside qualitative data gathered from interviews and focus group discussions with key stakeholders. Data mining techniques are applied to identify patterns and correlations among various factors influencing dropout rates. Again the study utilized a dataset of 1,200 students and applied descriptive statistics, J48, Naïve Bayes, and Random Forest algorithms to uncover underlying patterns. Results showed that Random Forest achieved the highest accuracy (86.5%), with academic performance, parental education, and school attendance emerging as key predictors. The findings advocate for the integration of predictive models into school-level early warning systems and educational policymaking. From the population, 976 respondents were selected using the random sampling technique from 36 secondary schools across 8 woredas in the North-Western Zone of Tigray, Ethiopia. With a minimum of 65 teachers per school, the research employs data mining techniques to analyze. The results of the research indicated that there are three main factors influencing student’s dropout in secondary school, to be more specific, they are: (i) socioeconomic, (ii) Educational/school, and (iii) psycho-social factors. Based on this findings, it was recommended that the Government, CBO, FBO and NGOs will be provided scholastic materials for the most marginalized or vulnerable students and improve school facility, improve community participation to prevent children’s dropouts, Improve quality of education, strengthen non-formal education and improving and creating new income generating activity in the family
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    A Machine Learning Approach to Predicting and Analyzing ICT Adoption Challenges in Secondary Schools of North Western Tigray, Ethiopia
    (Mekelle University, 2025-10-10) Hagos Mekonen
    Though its application in impoverished and conflict-affected areas continues to face obstacles, information and communication technology (ICT) has emerged as a revolutionary force in global education. During the post-conflict rehabilitation phase, this study examines the obstacles to ICT adoption in public secondary schools in Tigray, Ethiopia’s North West Zone. The study combines descriptive analysis and prediction modeling using a dataset of 30,000 records gathered from 12 woredas via surveys, interviews, and administrative sources. The study uses the Linear Regression, Random Forest, and Gradient Boosting algorithms to create a machine learning-based predictive analytics framework under the direction of the Design Science Research Methodology (DSRM). To guarantee robustness and interpretability, the models were assessed using metrics including Mean Squared Error (MSE), Mean Absolute Error (MAE), and R2, in addition to feature selection and dimensionality reduction strategies. The results show that the best indicators of ICT usage frequency are teacher ICT training hours, internet connectivity, and electrical dependability, while administrative support and infrastructure deficiencies were identified as major obstacles. The best prediction performance (R2 ≈ 0.43) was obtained by Random Forest models on original characteristics, indicating their usefulness in capturing intricate, nonlinear relationships in the educational setting. By connecting educational theory with computer modeling, the study makes a theoretical and practical contribution by providing evidence-based insights to help stakeholders, school administrators, and policymakers create focused interventions. In order to guarantee sustained ICT integration in Ethiopia’s secondary education sector, this research ultimately emphasizes the necessity of integrated strategies that connect infrastructure, human ability, and leadership.
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    Challenges of School-Net Implementation The Case of Public Secondary Schools in Yeka Sub-City of Addis Ababa
    (Mekelle University, 2025-11-03) Goitom Gebreslassie
    This study looks into the challenges faced by public secondary schools in Yeka Sub-City, Addis Ababa, as they try to implement the School-Net program. While the goal of the program is to improve teaching and learning by providing better access to digital resources and internet connectivity, many practical problems still stand-in the way, especially in areas with limited resources. The study employed a descriptive research design and mixed approach. The target population was all public secondary schools in Yeka Sub-City of Addis Ababa City Administration, Stratified Random Sampling and Purposive Sampling technique used to select sample size of Teachers 224, Students 362, Principals 8. To understand these issues better, we used a mix of methods, including surveys with teachers and students, interviews with school IT staff and principals, focus group discussions with top students, classroom observations, and reviews of official documents. The results show that, even though many people are aware of and positive about School-Net, there are significant hurdles to making it work effectively. These include unreliable internet and frequent power outages, shortages of hardware and devices for students, limited funding for maintenance and staff training, and social inequalities that make it harder for students from poorer backgrounds to access digital tools. Differences in infrastructure from school to school, some staff resistance to adopting new technology, and a lack of ongoing technical support also slow down progress. Although national and regional policies on ICT exist, reviews of school-level plans and budgets reveal that many schools lack clear strategies and accountability measures. Overall, the findings suggest that unless there are coordinated efforts to improve infrastructure, build teachers' skills, provide continuous technical support, and ensure fair access for all students, the full benefits of School-Net cannot be realized. Achieving this will require sustained investment, ongoing professional development, effective policy implementation, and collaboration among stakeholders to close the digital divide and improve the quality of education in the area. Based on the findings from the study the gov’t has to create enabling environment, convenient to commence new approaches to implement the school-net with better way and backed with enabling policy, directives and efficient, accessible, usable and quality infrastructure in favor of promoting digital literacy and inclusion.