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| dc.contributor.author | EBRAHIM, AHMED | |
| dc.date.accessioned | 2017-07-05T09:11:05Z | |
| dc.date.available | 2017-07-05T09:11:05Z | |
| dc.date.issued | 2017-06-05 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7317 | |
| dc.description.abstract | ABSTRACT The primary purpose of this study was to compare students' academic achievement in government and n~-government schools and examine the relationship of students learning behavior and teachers tf!aching practice as factors that affect students' academic achievement. Besides it tried to examine the prediction of students' academic achievement with the two independent factors many of students learning behavior and teachers teaching practice. Two government and two nongovernment first cycle secondary school students and teachers were used in this study and the study was carried out using 280, (75 males and 85 females) and (65 males and 55 females) governmental and nongovernmental students respectively and also 100(58 males and 17 females) and (22males and 3 females) governmental and nongovernmental school teachers were selected by using stratified random sampling techniques respectively. A questionnaire was applied to 380 students and teachers who completed a questionnaire that addressed characteristics analyzed for each group and an interview was conducted for 19 students and 6 teachers. The 380 participants were randomly chosen to respond to items on Students learning behavior and teache~s teaching practice. The study uses three semesters students academic achievement result (2003, 1&11; 20£)4, I) years, Data from the completed questionnaires were reported using descriptive statistics and .frequency. Colleoted data were tabulated analyzed and interpreted in the light of objectives of the study by applying statistical tools of t-test, multiple regressions and Pearson 's Product - Moment coefficient of correlation(r), and students learning behavior scale with reliability of 0.871 where as teachers teaching practice scale with reliability of 0.859 were administered . The level of significance was 0. 05. Major findings of the study were that the mean value for each of the independent variables of non-g(}l<!rnment schools were greater than the government schools, and the t-test computed revealed that there A- statistically significant difference on students' academic achievement between government and non-government schools. Besides, the correlation of the independent ~ariables to the dependent variable was low for both government and non government schools students' academic achievement. Students learning behavior (t = -3. 04,Df=278 'p < 0. 05) is significance difference were found in both schools, and this independent variable was a good predictor for students academic achievement in both schools and also Teachers teaching practice (t = -3.03,Df=98, p <0.05) is also significance difference between in both schools to predict students' academic achievement for government schools and non government »schools., The predictor variables account for 37% of the variability in the criterion variable of governmental school whereas; the predictor variables account for 52% of the variability in the criterion variable of nongovernmental school. Finally based on the results of the study implications and recommendations to alleviate the problem were forfvarded | en_US |
| dc.subject | Teacher Education and Curriculum Studies | en_US |
| dc.title | FIRST CYCLE SECONDARY SCHOOL STUDENTS ACADEMIC ACHIEVEMENT AS A FUNCTIONS OF TEACHERS TEACHING PRACTICE, STUDENTS LEARNING BEHAVIOR AND SCHOOL CONTEXTS IN DESSIE TOWN, SOUTH WOLLO | en_US |
| dc.type | Thesis | en_US |
