Measurement and Evaluation

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Browsing Measurement and Evaluation by Subject "Addis Ababa Commercial CollegeA Comparative Study of the Academic"

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    A Comparative Study of the Academic Achievement of Regular and Extension Students of the Addis Ababa Commercial College
    (Addis Ababa University, 1995-06) Tadesse, sentayehu; Wondimu, Habtamu (PhD)
    In this study, academic achievement was compared between regular and extension students. And also an attempt was made to assess the effect of certain factors (independent variables) namely years break in study, high school grades (ESLCE GPA), age on entry, sex and marital status upon the dependent variable (academic achievement). To serve this purpose 343 students (203 regular and 140 extension) who entered the Addis Ababa Commercial College (AACC) in 1990/91 and 1991192 academic years were selected as a sample. Among the regular students 116 were males aiul 87 were females. Out of the extension entrants 63 were males and 77 were females. Cumulative Grade Point Average (CGPA) was used to compare the academic achievement status of regular and extension entrants. Student's personal files were consulted to obtain data pertaining to [he independent variables considered in this study. In addition, structured interview was conducted with the instructors teaching both regular and extension classes, counselors and a co-ordinator of the continuing education program at the MCC. The interview was aimed at getting information about the position of regular and extension students with respect to their academic achievement, the academic problems of the two groups of students and the status of guidance and counseling. Data were analyzed using a t-test and analysis of variance. The results of these tests indicated that: 1) regular and extension students at the M CC dijJer significantly interms of their academic achievement,' (2) years break in study, high school grades (ESLCE GPA), age on entry and marital status are significant as factors affecting academic achievement of students,' (3 ) gender has no significant effect on academic achievement