Educational Policy and Planning

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Browsing Educational Policy and Planning by Subject "Academic Achievement in Gondar Town Elementary"

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    Teacher Behavior, and Students' Self-Determination, Academic intrinsic Motivation and Academic Achievement in Gondar Town Elementary Schools: a Path Analysis
    (Addis Ababa University, 2004-06) Nigatie, Workneh; Andualem, Tamrie (PhD)
    To examine the extent and the process model relationships oj teacher behavior, and students' self-determination, academic intrinsic motivation and academic achievement in Gondar town elementary schools, a study was conducted in a sample oj 332 purposefully selected grade 4 students oj a randomly selected 5 schools. Three kinds oj questionnaires, which Jocused on teacher behavior, and students' selfdetermination and academic intrinsic motivation, and an achievement test containing Jour academic subjects oj grade 4 first semester portions were administered. The reliability oj the instruments were computed and Jound to be ranging Jrom .63 to .78 Jar teacher behavior subscales, .61 to .67 Jor self-determination subscales, .63 to .79 Jar academic intrinsic motivation subscales, and. 66 to .82 Jor academic achievement tests. The mean results revealed that teacher behavior and students' selfdetermination were below half, and that oj students' academic intrinsic motivation and academic achievement were a little above half Among the components oj th.ose variables, teacher autonomy support, and students' autonomy need, intrinsic motivation Jor English, and academic achievement Jor maths and English were below half The path analysis results indicated that teacher behavior has a significant mediated effect on students' academic intrinsic motivation via students' selfdetermination besides its direct effect on the same outcome variable. Teacher behavior with its components was significantly related to students' self-determination and it in turn with its components was significantly related to students' academic intrinsic motivation. However, students' self-determination and academic intrinsic motivation were not significantly related to their academic achievement. Similarly, the corresponding components oj academic intrinsic motivation and academic achievement were not significantly related. Discussions and conclusions are made on the basis oj these results. Finally, some recommendations are indicated Jor possible interventions and further study