Educational Policy and Planning
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Browsing Educational Policy and Planning by Subject "Academic Performance"
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Item 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 .Item The Relationship between Educational Service Quality and Student Academic Performance in Ethiopian Public Universities Located in Southern Part of Ethiopia: A Mediating Role of Students’ Satisfaction(Addis Ababa University, 2024-06) Zelalem Zekarias; Demoze Degefa (PhD)The purpose of this study was to examine the relationship between educational service quality and student academic performance via the mediating role of their satisfaction. To that end, a mixed research approach with QUAN+ QUAL model (or convergent parallel design) was implemented. The study total population consisted of all the regular undergraduate graduating class students, university instructors, and university leaders in the ten (10) public universities that found in the Southern part of Ethiopia. The study participants were selected via random and purposive sampling techniques. Questionnaires, Document analysis, Interviews and Focus Group Discussions were the main tools for gathering data. A self-prepared questionnaire, consisting of 116 items was administered to four hundred (400) randomly selected graduating class students. A semi-structured interview was conducted with twenty purposefully selected university instructors and leaders. Focus group discussion was also conducted with nineteen (19) graduating class students who were purposefully selected from each sample university. The quantitative data collected were analyzed using descriptive and advanced inferential statistics. The qualitative data collected were analyzed thematically to compare and/or relate with quantitative findings. The findings of the study revealed that although students‟ overall perception towards the educational service quality was somewhat positive (M=3.15945, SD=1.189395), poor quality of classroom environment, poor feedback on students‟ academic progress, inadequate supply of laboratory equipment and teaching tools and poor internet access in the universities were the most common educational service-related challenges that influence students‟ satisfaction and their academic performance. The findings of the study also uncovered that the lack of suitable buildings and facilities for students with disability, poor delivery of guidance and counseling services, shortage of medicines in the student clinics, unnecessary bureaucracies and difficulties particularly in finance, and skill gap among administrative workers, shortage of experienced human resources were additional challenges that influence students‟ learning. The quantitative findings revealed that there is a statistically positive correlation between overall education service quality and students' satisfaction (r=.844). The findings proved that the facets of education service quality accounted for 83.5 % of the variations in students‟ satisfaction in the universities. The quantitative findings further showed that the education service quality has a statistically indirect effect on students‟ academic performance via the mediating role of students‟ satisfaction (Test statistic = 31.5311573, Std. Error = 0.00122536, p-value = 0). The findings further confirmed that the overall education service quality accounted for 40.4 % of the variations in students‟ academic performance via student satisfaction in the universities. The study concluded that an improvement in educational service quality leads to students‟ satisfaction and that could contribute to boosting their academic performance. Finally, based on these findings and conclusion, it was therefore recommended that the universities should aggressively work to provide quality educational services that highly influence student academic performance to improve their satisfaction and academic performance. Keywords: Higher Education; Academic Performance; Service Quality; Quality Education; Student Satisfaction; Public Universities