http://ir.bdu.edu.et/handle/123456789/15863 2026-10-13T02:38:48Z http://ir.bdu.edu.et/handle/123456789/17360 Technical Vocational Education and Training Service Quality As Perceived By Students: The Case of Public Polytechnic Colleges in the Regional State of Amara Kassaye, Seid This study examined the quality of technical and vocational education and training service delivery practices at polytechnic colleges in the Amhara Regional State, as perceived by students. A sequential explanatory mixed-methods design (QUAN→qual) was employed. Quantitatively, 896 randomly selected students completed a modified SERVPERF survey measuring the five SQ dimensions: tangibility, reliability, responsiveness, assurance, and empathy. Qualitatively, semi-structured interviews were conducted with 10 purposively selected key informants and analyzed thematically. Descriptive statistics, one-sample t-tests, and one-way ANOVA were applied for quantitative analysis. Results revealed that the overall mean SQ score (M = 2.84, SD = 0.65) was significantly below the acceptable threshold (t (895) = -7.31, p < .001, d = 0.23), with tangibility recording the lowest mean score (M = 2.76, SD = 0.77, t (895) = -9.25, p < .001, d = 0.29). A significant gender difference emerged in responsiveness, with female students reporting higher perceptions (M = 3.03) than their male counterparts (M = 2.80, t (894) = -4.25, p < .05, d = 0.28). Perceived SQ also varied significantly across occupational fields, with ICT and garment students reporting more favorable perceptions, and across colleges (F = 6.97, p < .05, η² = 0.03), with students from Debre Markos, Burie, and Debre Birhan colleges reporting relatively higher perceptions. Qualitative findings corroborated these results, revealing critical inadequacies in physical facilities, tools, and equipment that hindered practical training. The study concludes that the quality of TVET service delivery practices is insufficient and varies considerably across fields and institutions. These findings urge policymakers and providers to prioritize investments in modern machinery, tools, and equipment, and planned maintenance to improve practical training infrastructure and overall service delivery 2026-05-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/17308 Analysis of Employability Skills Acquisition in Some Ethiopian Universities Through Legitimation Code Theory Sara, Jehi Today’s changing world is requiring graduates of universities to possess skills that are relevant for the world of work. Hence, the purpose of this research was to understand the underlying principles of the acquisition of employability skills in some Public Ethiopian Universities. In the context of this research, employability skills are generic, transferable skills that are considered outcomes of university education. These skills are becoming vital for employers. Conceptualizing the problem from critical realism paradigm perspective, the study used Legitimation Code Theory to analyze the acquisition of employability skills. The purpose of this research was to analyze the practice of employability skills acquisition and there by reveal new insights. A questionnaire adapted from Maton and Howard (2016) was used to reveal legitimation codes underlying practices of employability skills acquisition. 180 university instructors participated in the study. Data was also collected from 394 graduating students in the year 2021 from three Ethiopian Public Universities- Addis Ababa University, Arsi University, and Bahir Dar University. A set of questions adopted from Nebraska University Transferable skills assessment was used to measure employability skills of students. The questionnaire’s reliability coefficient was 0.96. Analysis of data was made through one sample t- test to check the status of employability skills acquired on different dimensions of employability skills. And independent sample t- test and ANOVA were conducted to see whether there is statistically significant mean difference between students in their acquisition of employability skills based on gender and department. The results of the study showed that students perceived that they are skilled above average in their overall employability skills with male and female students showing statistically significant mean difference in some set of employability skills. The findings of the study revealed that all the four dimensions of specialization codes (knowledge, knower, élite, and relativist codes) are evident in the Universities with regard to different sets of employability skills. The regression analysis has shown that employability skills of students can be explained by their legitimation codes. In spite of the pressures that are posed on universities to develop employability skills of graduates; university students and instructors do not believe that all the different sets of employability skills are developed best through the teaching and learning process in university classrooms. The reason why higher education institutions are blamed for not incorporating/ teaching employability skills could be due to the fact that there is no consensus on how the generic skills / employability skills are best developed. The study recommends that students’ attention should be drawn to the importance of extra-curricular activities in order to develop employability skills. Training should be developed to university instructors so as to show them the potential that degree programs can afford the development of employability skills through the curriculum and pedagogy. 2024-06-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/17050 The Mediating Role Of Dimensions Of Help-Seeking Constructs In Explaining The Relation Between Students’ Motivational Orientation And Mathematics Achievement Fasika, Teshale Wole Given its relevance across various fields of study, achievement in mathematics can influence students' learning and future career paths. Accordingly, identifying the factors that influence students’ mathematics achievement is important for supporting and improving their learning outcomes. The main objective of this study was to examine the mediating role of help-seeking constructs (attitude toward help-seeking (ATHS) and academic help-seeking behavior (AHSB)) in explaining the relationship between students’ motivational orientations (social skills (SS) and social goal orientation (SGO)), and mathematics achievement (MA) among 924 Grade 8 students. Participants were selected using a systematic random sampling technique, by which a proportional number of students were chosen from each school. The study employed a quantitative approach and a correlational research design. Data were collected using the Social Skills Questionnaire (SSQ), Social Goal Orientation Questionnaire (SGOQ), Attitude Toward Help-Seeking Questionnaire (ATHSQ), and Academic Help-Seeking Behavior Questionnaire (AHSBQ). Data on mathematics achievement were obtained from official school records. Analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM), and the findings revealed significant parallel and sequential mediating roles of ATHS and AHSB in the relationship between SS and SGO with MA. Also, the findings confirmed that ATHS and AHSB are part of the mechanisms through which SS and SGO influence students’ mathematics achievement. Based on the results, the study recommends that schools and educators need to strive to develop students’ social skills and foster intimate peer relationships to promote positive attitudes toward help-seeking and encourage academic help-seeking behavior, ultimately enhancing mathematics achievement. Finally, the research underscores the importance of implementing comprehensive interventions to support and improve students’ achievement in mathematics 2025-11-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/17044 Emotional Intelligence, Goal Orientation, And Academic Achievement: The Mediating Role Of Academic Engagement And The Moderating Role Of Academic Procrastination Derib, Gosim Bereded Emotional intelligence and goal orientation have received significant attention in the educational context due to their positive impact on learning outcomes. However, the underlying mechanisms through which these variables influence academic achievement have not been fully explored. This study aims to investigate the relationship among emotional intelligence, goal orientation and academic achievement using academic engagement as a mediator and academic procrastination as a moderator. To address this objective, a correlational research design was utilized. First-year undergraduate students enrolled at Wollo University during the 2023/2024 academic year were the target population. 1351 students were selected using stratified random sampling. The TEIQue-SF, Goal orientation scales, UWES-S and Academic procrastination scales were used to collect data. First semester Grade Point Average was used as a measure of academic achievement. Partial Least Squares Modeling was used to test the hypothesized relationship. The findings revealed significant direct positive effect of Trait EI and goal orientation on academic achievement. Academic engagement partial mediated the relation between Trait EI, goal orientation and academic achievement. Both passive and active academic procrastination significantly moderated the relationship between Trait EI and academic achievement, while passive procrastination moderated the relationship between goal orientation and academic achievement. These imply that the positive influence of Trait EI and goal orientation on academic achievement is strengthened by academic engagement and also depends on students’ procrastination habits. It is suggested that interventions that promote students’ EI skills, mastery and performance approach goals and students’ academic engagement need due attention to improve students’ academic achievement 2025-10-01T00:00:00Z