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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/1177

Advisors: Dr. Deerebessa Doffera
Copyright: 2002
Date Added: 22-May-2008
Publisher: Addis Ababa University
Abstract: Various Factors have been thought of as determinates or influential elements that affect students' academic achievement in the schools. These many factors may be into two large categories; i.e. socio-economic factors and school based factors. Although educators consider both factors as equally responsible for students' academic achievement, some writers consider economic factors as broad factors that influence students academic achievement in developed countries, while school based factors considered as broad factors that influence students academic achievement in developing countries. According to the result of the study conducted in 22 developing countries and reported to world bank for discussion, school based factors were highly recognized as influencing factors in determining students academic achievement in developing countries. On the other hand, the socio-economic factors were stated as influencing factors in determining students academic achievement in developed countries. Fuller (1998). Based on these empirical studies, the researcher of this paper tried to investigate whether these school factors are liable for the current academic achievement differences observed in government secondary schools of Addis Ababa. To make the study more concrete two types of schools, i.e. high and low scorer are identified based on their four years E.S.L.C.E results and one year E.G.S.E.C.E result. Four major areas of school factors, i.e, school conditions and its facilities, characteristics of school management and its efficiency; teachers characteristics and teaching practices and students background and their characteristics have been investigated and analyzed by different research instruments as much as possible. The high scorer schools, found at better condition in many school based factors as compared to the low scorer schools. On the other hand, some school factors become the same between the two schools and could not become the factors for students' achievement differences. Since this study compares status of school factors between the two type of schools (high and low scorer), it is possible to say that a comparative study has been applied in tackling this study. Although much of the analysis has been based on personal observation and interviews from various subjects and hence becomes qualitative in nature, no less part is given to make the study quantitative too, particularly in analyzing various questionnaires distributed to subjects. Teachers, students, school principals and educational officials have been the subjects of this study. Questionnaires, structured and unstructured interview, and observation have been employed as research instruments. VIII According the findings obtained both schools have been found different in some aspects such as teachers qualification, experiences, efficiency of school principals and provision of teaching materials and school facilities in general. Although much is not investigated the academic background of students enrolled to each type of the school under study is different. Both type of schools' students are also found different in terms of their interest and academic discipline they exhibit in the schools. Since the high scorer schools have been found at better condition in terms of the above finding differences, a number of recommendations as to how to enrich the school facilities, how to overcome financial problems at the low scorer schools have, how and when to distribute teaching materials in the school and how to initiate students moral for academic performance and likes have been forwarded at the last chapter.
URI: http://hdl.handle.net/123456789/1177
Appears in:Thesis - Curriculum & Instruction

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