The main purpose of this study was to explore the factors that affect grade10 students' academic achievement in science education at Ilu Aba Bora Zone of General Secondary Schools. To attain this objective, descriptive survey research method was employed. The subjects of the study were 360 (172 male and female 155 students, 25 science teachers, 2 laboratory technicians and 6 school principals). Stratified sampling followed by simple random sampling (lottery method) technique was employed to select the sample students, purposive sampling technique was used to select the schools and availability sampling method was employed for science subject teachers, laboratory technicians and school principals. To gather the necessary data, questionnaire, and interview, observation and document analysis were used. The gathered information was analyzed using both quantitative and qualitative methods of data analysis. The result of the study showed that students were stagnantly engaged in traditional methods of teaching science education. Of major teaching science methodologies, small group (one to five) discussion (M = 4.0) method was the most dominant approach followed by gappedlecture and whole class discussion, which are not pedagogically supported in teaching science education of the modern time. Out of laboratory sessions, with statistically no significant difference between male and female students, they favored science education negatively and poorly involved in practicing it. 85.97% of activities in science educations of grade 9 and 10 were absolutely not done in the laboratory, which hinder students' understanding to handle science education easily. The study also revealed that, non-proficiency in English Language becomes an obstacle for students to grasp the concepts of science education. Although the professional supports of science teachers to their students were relatively fair (M = 3.2), they have not used their maximum potential to implement science education effectively. Parental involvement, peer pressure, schools support (regular attendance, providing facilities, evaluating the effectiveness of teaching learning, giving guidance) and other stakeholders commitment to enhance students' science education were very near to the ground. Lastly, absence of laboratory chemicals, rooms, apparatuses, technicians and well organized laboratory manuals were negatively affected the effective implementation of science education and students' academic achievement as well. Thus, based on the findings of the study, recommendations were forwarded to alleviate the aforementioned problems.

The main purpose of this study was to assess perceptions, practices and challenges of female students in cooperative learning (one-in-five) at Mettu College of Teacher Education. To achieve this objective, descriptive case study research method was emplo the study were 80 (22 low achievers,34 medium achievers, and 16 high achievers of third year regular female students,6 science and mathematics teachers, 1 vice dean and 1 gender office coordinator). Stratified sampling followed by Simp technique was employed to select the sample female students, purposive sampling technique was used to select the college and availability sampling method was employed for teachers, college vice dean and gender office coordinator. To gather the necessary data, questionnaire, focused grouped discussion, interview and document analysis were used. The gathered information was analyzed using both quantitative and qualitative methods of data analysis. The result of the study revealed that there were statistically no significant difference among high, medium and low achievers of female students' perceptions to cooperative learning and they have strongly believed (M=4.3) the academic and social emotional benefits of cooperative learning (CL) in their teaching learning process. The study also showed that there was statistically significant difference among them in practicing the essential elements that are necessary to construct their effective cooperative learning experiences, wi female students, who were competent among the heterogeneous group members had above the expected practices. Whereas, all low achievers and majority of medium achievers of female students were practicing below the ordinary practice to accomp they were highly dominated by active male /female students of the group members. Their challenges in CL were extremely related to themselves and their male student group members, subject teachers and the college as well.