School of Psychology

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http://etd.aau.edu.et/handle/12345678/156

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Browsing School of Psychology by Subject "Academic Achievement"

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    Personality Types and Academic Achievement Motivation as Correlates of College Academic Performance
    (Addis Ababa University, 1992) Tefera, Daniel; Wondimu, Habtamu (PhD)
    Different research outcomes indicate that noncognitive variables play important roles in detemlining students success or failure in educational activities. The present study aimed at the investigation of the effects of some of these noncognitive variables on college academic performance of our students. More specifically, the purpose of this study was to investigate the relationship between personality types, academic achievement motivation, status on admission and academic performance of college students. A separate and combined effect of each of the independent variable on academic performance was scrntinized. Two hundred thirty nine second year diploma students of KCTE were selected randomly. Data on personality variables and academic achievement motivation were obtained from MPI and AAM Self-Report inventory administered to these subjects. Students' personal documents and academic records were consulted in order to get data concerning status on admission and academic performance. Data were analyzed using chi-square test of independence, analysis of ....... variance, and stepwise regression analysis. The results of statistical analysis indicated that both personality dimensions (Introversion/Extraversion and Stability -Neuroticism) and personality types (stable introversion, stable extraversion, unstable introversion, and unstable extraversion) failed to have significant relationshop with CGPA of the subjects. Above average academic achievement motivation is found to be a factor in academic success. Status on admission is also found to affect academic excellence where the nonregulars were found to be inferior in their academic performance and as well as in their academic achievement motivation. Taken as a whole personality types, academic achievement motivation, and status on admission are found to have significant relationship with first year CGPA of the subj ects. Since the result of this study signals to the educationalists as to the importance of noncognitive variables, further research aimed at investigating the importance of noncognitive variables in the process of education is recommended.
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    The Effect of School Feeding Program on Learners School Attendance and Academic Performance in Government Led Primary Schools of Arada Sub City, Addis Ababa
    (Addis Ababa University, 2025-02-01) Belayneh Yilma; Daniel Tefera
    The study was conducted to evaluate the effect of SFP on the attendance and academic performance of Addis Ababa primary school students for the past six years (2018 -2023 G.C). Correlational research design was utilized to achieve the research objective. A total of200 students were participated in the study. Two hundred primary school students with full school record data for six successive academic years (2018 - 2023 G.C)..Systematic random sampling was employed to selected study participants. for this study, the researcher primarily employed two data collection instruments: the School Record Inventory (SRI) and in-depth interviews. For the quantitative component, data were entered into SPSS version 25, and descriptive statistics (mean and standard deviation) were presented in tables. Subsequently, a parametric statistical test—specifically, the paired samples t-test—was conducted.For the qualitative part, a narrative description method was used to interpret and summarize the information obtained from the interviews.The results are presented in the following table. The paired samples t-test revealed a significant improvement in the academic achievement of primary school students, increasing from pre-SFP (M = 56, SD = 10) to post-SFP (M = 70, SD = 6.33; t = - 10.2, p < .001). Similarly, the test showed a significant improvement in school attendance, rising from pre-SFP (M = 0.95, SD = 0.3) to post-SFP (M = 0.97, SD = 0.2; t = -15.7, p < .001).Based on these findings, the researcher concluded that the School Feeding Program (SFP) positively influenced both academic performance and school attendance among primary school students. Although the mean attendance rate identified in this study was lower than expected, the evidence suggests that SFP contributes meaningfully to improving students’ engagement and performance. Therefore, it is recommended that schools and relevant institutions (such as the Addis Ababa Education Bureau and the Addis Ababa City Administration) further investigate and address the underlying issues affecting attendance rates.