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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3885

Title: FACTORS THAT INFLUENCE ACADEMIC PERFORMANCE OF - TRAINEES IN THE HARER TEACHER TRAINING INSTITUTE.
Authors: Demis, Zergaw
Advisors: Doctor Haile Gabriel Dagne
Keywords: INFLUENCE ACADEMIC PERFORMANCE
TRAINEES IN THE HARER TEACHER TRAINING
Copyright: Jun-1991
Date Added: 22-Nov-2012
Publisher: AAU
Abstract: In an attempt made to study the effect of trainee academic background and other related factors in the secondary school upon performance ,the T.T.I. and the curricular \ implications thereof, correction and regression methods, questionnaires, and interviews were used. The study was conducted in order to investigate if there were any . problems of poor performance and',with this, to'-create problem awareness and to seek solutions as well. Results have suggested that there tends to exist a problem of low level of performance in the T.T.I. They have also pointed out that this performance is an outcome not of the level of qualification of teachers, or the volume of books available in the schools from which the trainees were recruited, but of their previous level of academic achievement, and more a function of the degree of differential academic exposure. Outcomes have also indicated that the curriculum development process has not employed the steps in developing the curriculum as effectively as they should have been so as to contribute to a rise of performance to a level that could bringabout a desirable level of competence. Based on these outcomes, it is recommended that the training programme should devise appropriate mechanisms that could be helpful to raise performance levels such as remedial classes. It is also recommended that the process of curriculum construction should strictly adhere to the steps that must be followed in producing the curriculum for better effectiveness with the programme it guides. At last, it is suggested that relative specialization of trainees in some broader areas of specialization (e.g. Social Science, Natural Science) could be taken as a solution to problems emanating from the effect of differential academic exposure. Of course, this is when consideration is given to trainee needs. It could be impelemented by making use of such attributes of trainees as the already recorded ability, results of pretests, and identified interests as a basis for streaming into different areas or relative specialization.
URI: http://hdl.handle.net/123456789/3885
Appears in:Thesis - Educational Research & Development

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