Browsing by Author "Zeleke, Seleshi"

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    Adolescents’ Prosocial Behavior and its Relationships to Parenting Style and Peer Pressure Among Addis Ababa High School Students
    (Addis Ababa University, 2015-06) Solomon, Abel; Zeleke, Seleshi
    The current study investigated prosocial behavior, parenting style and peer pressure of adolescent students in secondary school. One hundred fifty adolescents (Mean age = 15.69 years, 48.7% females) measured their own prosocial behaviors, their perceptions of parenting styles of their parents used and positive and negative peer pressure they experienced from best friend(s). Questionnaires were used to collect data. Quantitative analyses (both descriptive and inferential statistics) were used to analyze the obtained data. The study shows that, altruism prosocial behavior is the most dominant type of prosocial behavior. There was no significant gender difference in overall prosocial behavior. The results further indicated that there was a significant gender difference in the parenting style. However, there was no significant mean difference in prosocial behaviors among adolescents from different parenting style background. Whereas there was significant mean difference in some prosocial behaviors of adolescents due to positive and negative peer pressures they experienced from best friend(s). The current study has important implications for parents, schools, government and non government sectors and practitioners who are concerned about promoting adolescents’ positive behaviors and discouraging negative behaviors
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    Gender Differences in Mathematics Achievement As A Function of Attitudes in Grades 8 Through 11 (in Northern Shoa Region)
    (Addis Ababa University, 1995-06) Zeleke, Seleshi; Wole, Darge (PhD)
    The purpose of this study was to examine gender differences in mathematics achievement as a function of attitudes among 8th, 9th, loth, and 11th graders in Northern Shoa region. A questionnaire, an attitude scale, and mathematics tests were administered to a random sample of 515 boys and 332 girls from 5 randomly selected secondary schools. Analysis of variance, analysis o f covariance, and chi-square were employed on the data. The results indicated statistically significant differences (at . 01 level) between males and females in both mathematics achievement and attitudes among 9th, loth, and 11th graders. But at the 8th grade level, a statistically significant gender difference was found in mathematics achievement but not in attitudes. All significant differences were in favor of males. Results of the analysis of covariance similarly indicated sUbstantial gender differences in mathematics achievement at all grade levels. Also, peers, parents, and teachers tend to hold lower expectations for girls than for boys in mathematics. It was concluded that the gender difference in mathematics achievement was due not only to the gender difference in attitudes but due a lso to other variables which influence the mathematics l earning of boys and girls differently. Pr act i ca l impl i cation s of the findings are i ndicated .