Educational Policy and Planning

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Browsing Educational Policy and Planning by Subject "Academic Performance"

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    Factors That Influence Academic Performance of Trainees in the Hahar Teacher Training
    (Addis Ababa University, 1991-06) Zergaw, Demis; Bekele, Abebe (PhD)
    In an attempt made to study the effect of trainee academic background and other related factors in the secondary school upon performance in the T.T.I. and the curricular i mplications thereof, correlation 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 ha ve been so as to cont ribute to a rise of performance to a level that could bringabout a desirable level of compet ence. Based on these outcomes, it is recommended that the training programme should devise appropriate mechanisms that c o'uld be he l pful to raise performance l evels such as r emedial cla sses . It is also reco n~ended tha t the process of curriculum construction should strictly adhere to the steps that must be followed in producing the curriculum for better effectiv eness with the programme it guides. At la st , it i s suggested that relative spe cialization of trainees in some broader areas of specialization (e.g . Social Sci ence, Na tura l Science) could be taken as a solution to problems emanating f rom the ef fe ct of differential academic exposure. Of course, this i s when consideration is g i ven to trainee n eeds . It could be impelemented by making use of such attributes of trainees as the already recorded ab ility , result s of pretests, and id ent i f i ed int eres ts as a basis for s treaming into different are as or r el a tive specia l ization .