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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/2266

Authors: Getnet, Semaw
Advisors: Dr. Desalegn Chalichisa
Copyright: Feb-2009
Date Added: 3-May-2012
Abstract: ABSTRACT The primary purpose of this study was to compare EGSECE achievement of students in government and non-government schools and examine the relationship of factors that affect EGSECE achievement. Besides it tried to examine the prediction of EGSECE with the six independent factors parental involvement, homework, class size, school facilities, teacher competency, and principal leadership. Five government and five nongovernment secondary school students were used in this study. A questionnaire was applied to 362 student participants who completed a questionnaire that addressed characteristics analyzed for each group. The 362 participants were randomly chosen to respond to items on parental involvement, homework, class size, school facilities, teacher competency, and principal leadership. Data from the completed questionnaires were reported using descriptive statistics and frequency data. Major findings of the study were that the mean value for each of the independent variables of non-government schools was greater than the government schools, and the t-test computed revealed that there was statistically significant difference on EGSECE achievement between government and non-government schools in favor of non-government schools. Besides, the correlation of the independent variables to the dependent variable was low for both government and non-government schools EGSECE GPA. Parental involvement (t = 5.39, p < 0.01) and class size (t = 3.12, p < 0.01) were positive predictors to students’ academic achievement for government schools; and none of the predictor variables influence the achievement of EGSECE in non-government schools. The predictor variables account for 13% of the variability in the criterion variable;
URI: http://hdl.handle.net/123456789/2266
Appears in:Thesis - Educational Research & Development

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