Individual familial and schools realated factores as predictors of secondary and preparatory schools students academic achivementes insekota woreda

Sefiw, Adugna

dc.contributor.author	Sefiw, Adugna
dc.date.accessioned	2019-10-16T05:34:22Z
dc.date.available	2019-10-16T05:34:22Z
dc.date.issued	2019-10-16
dc.identifier.uri	http://hdl.handle.net/123456789/9913
dc.description.abstract	A correlation research design was employed to examine a relationship that exists between student related (study habit, self-concept, procrastination, and travel time variables) factors, family related (parent involvement, family cohesion, and parent-child relationship variables) factors, and school-environment related ( school material inputs, teacher professional commitment, and teachers’ teaching methodology variables) factors and students’ academic achievement in Sekota Woreda secondary and preparatory schools setting, and to investigate whether the various elements of variables have independent effects on student academic achievement. There were a total of 302 participants of which 151 are males and 151 are female grade nine students. The variables were measured by the first semester average in the year 2018/19. It is recommended that school leaders should design school improvement plans that entail the factors of impact on students’ academic achievement. Descriptive statistics such as mean and standard deviation, Pearson r correlation coefficient and hierarchal linear regression model analysis were applied for the data analysis. The results indicated that the four main factors had a significant and positive relationship with student achievement in Sekota secondary and preparatory schools. The parent involvement, study habit, and self-concept were significantly and positively moderately correlated and parent-child relationship was significant and negatively moderate correlation with students’ academic achievement while the procrastination was significant and lower negatively correlation to academic achievement. The four factors used as predictor variables in the hierarchal linear regression model were shown to have a significant relationship with student achievement when viewed as a whole, but they generated more varied results when examined individually. From student related factors (study habit and self-concept) are the most positive predictors of student achievement in Sekota secondary and preparatory schools. Similarly from family related factors (parent involvement and parent-child relationship) are also found to be significantly positive and negative predictors of academic achievement respectively. Similarly, this study used a hierarchal linear regression model analysis to investigate the factors that had the role factors on students’ academic achievement (measured by ninth-grade first semester average score) of secondary and preparatory schools.	en_US
dc.language.iso	en	en_US
dc.subject	psycology	en_US
dc.title	Individual familial and schools realated factores as predictors of secondary and preparatory schools students academic achivementes insekota woreda	en_US
dc.type	Thesis	en_US