Teachers’ Utilization of Learners’ Achievement Data in Improving Classroom Instruction in Primary Schools of Kutcha Woreda in Southern Nations, Nationalities and People’s Region

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Addis Ababa University


The purpose of this study was to assess the teachers’ utilization of learners’ achievement data to improve classroom instruction in primary schools of Kucha Woreda in SNNPR government. The survey was administered to 173 participants. The study used a range of data collection methods including: open- and closed-ended questionnaires, semi-structured interviews and document analysis. 123 primary school teachers who were selected by simple random sampling techniques answered to the questionnaire. 20 teachers, 20 department heads and 10 principals were interviewed. Descriptive statistics (frequency, percentage, mean, standard deviation) and independent t-test and analysis of variance (one way ANOVA) were applied to investigate teachers’ achievement data generation, analysis and utilization as well as to identify factors that affect their practice at primary schools in the study area. The finding of the study revealed that teachers utilize properly the achievement data. On the other hand, primary teachers do have lower practices on the data generation through paper and pencil test and inadequately analyze achievement data using graphs. There is also statistically significant difference between certificate, diploma and degree teachers towards achievement data processing. Finally, teacher-related, principal-related and school-related factors greatly influenced teachers’ achievement data utilization in the primary schools of the study area On the basis of the above finding, it is suggested that teachers need to have training on the practices of achievement data generation, processing and utilization to fill the gap where they perform poorly



People’s region