Evaluation of The Secondary Preparatory School Program As Compared To Freshman Program. The Case of Addis Ababa University And Addis Ababa Secondary Preparatory Schools

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Addis Ababauniversity


This study evaluated the extent to which whether the preparatory school program might substitute the freshman program or not. It also explored significant differences between the preparatory program and the fresh man program in putting into effect the objectives of the prograrn. The study designed in line of evaluation research through which descriptive survey research methods is employed,' to this end discrepancy evaluation model was used Data is collected from six faculties of AA U and four secondary preparatory schools. The samples were selected randomly and based on its availability. Accordingly 327 preparatory origin university students, 34 university instructors, 183 preparatory school students, 67 preparatory school teachers, and one official from ministry of education (a total of 616(94.7% of the intended) respondents were involved in the study. In addition, 400 students GPA were used for their academic performance analysis. Appropriate statistical tools like percentage,' one sampled t-test and ANOVA are used to determine the significance difference between the preparatory school program and fre sh man program. Besides, these statistical results are fleshed by qualitative discussion of the data obtained through interview, direct observation and open-ended items provided in line with the questionnaire. The result of the study indicated that the freshman program students' academic performance is significantly different from the preparatory program ones. Moreover, the university teachers those who were giving the freshman program are by far better than the preparatory school teachers. The over all performance of teachers in both schools with mean values (4.04 and 3.98) for university and preparatory school teachers respectively show a significant difference and ensured as the formers one are by far better than their counter parts. Besides, the facilities and services put at the disposal of the students and in turn for the success of the program are significantly different. The mean values (2.10 and 1.96) for university and preparatory indicates a significant difference between these two schools. The F-value (5.20) ensures its significant difference at P<0.05 critical value, even, in preparatory schools the available facilities and services are not handled properly and used effectively as opposed to its counter part. As a result of the above three issues the preparation of the students in preparatory schools were and/or are not significant. The result of the self- perceived competence is above the test value, however, the response of the university teachers (rated below the test value), preparatory school directors and teachers also share the response of university teachers. Even the students them selves at times describe their preparation, as it was inadequate because of the absence of competent teachers and lack of facilities and services put at their disposal. In conclusion, the preparation that students have made in preparatory schools is not up to the freshman does and as a result it is difficult to say the preparatory school program could substitute the fresh man program. Thus, it is possible to recommend that the competency level of teachers in preparatory school program should be enhanced; schools must be enriched with the required fac ilities and services,' and must develop the habit of carrying out practical activities. Last bur not least, creating awareness among students to be competent enough and successful in their future career is a must



Compared To Freshman Program