Factors Affecting Children Readiness to School: Grade One Entry Status of Teachers Education Children the Case in Rural Cluster Schools Adwa College

Dimtsu, Abraha

dc.contributor.author	Dimtsu, Abraha
dc.date.accessioned	2017-08-29T10:48:33Z
dc.date.available	2017-08-29T10:48:33Z
dc.date.issued	2011-08-29
dc.identifier.uri	http://hdl.handle.net/123456789/7862
dc.description	in Partial Fulfillment of Requirements for the Degree of Master of Education (Med) in Educational Psychology	en_US
dc.description.abstract	"Examining Factors Contributing To Children Readiness School; In The Case Of Grade One Candidate Children of Adwa Rural Schools " was examined in this study. The sample consisted of 83 children in six rural cluster schools of Adwa college of teachers education average age 6.5years, SD= 0.846) randomly selected. And 83 parents of these children, other siblings in the child's household (450) 30 teachers and were included in this study. Using different tests of significance, differences in SRS as af of the presence of older student at home and the maximum grade level attained by student in the household were found to be significant(t81=2.8,P<O.OO) and (F00,72;=7.1, P<0.00) respectively. On average around 73% of children got different home learning practices support at home. However, only less than 15% parents were involved in home learning practices. The difference in children school readiness as a function of these practices was found statistically significant for example children whom stories were told and children whom stories-were not told t81=3.5, p<0.01, for children counting, naming and drawing things are practiced or not t81=3.99, at P<0.01. Household learning practice found to be significant contributor to children school readiness skill(R=0.611, R2=0.373, p<0.00). The combined effect including age, parent attitude on SRS, parent educational expectation and others share 57.8 percent of the variance of the total school readiness skills.(R=0.76, R2=0.578, p<0.00). When the independent contributions of the correlates were scrutinized measured household characteristics (B=0.486, t=5.27, sig t=0.00) and Home learning practice (B=0.268, t=2.89, sig t=0.003)werefound to be the best predictors. Age w~s found none significant predictor to children readiness to school. Tfierefore it was r~commended that parent should get involved in readying their own child and parents and other concerned bodies should encourage home learning by providing learning materials and using older students in the home or near to the home.	en_US
dc.subject	Educational Psychology	en_US
dc.title	Factors Affecting Children Readiness to School: Grade One Entry Status of Teachers Education Children the Case in Rural Cluster Schools Adwa College	en_US
dc.type	Thesis	en_US