Factors Affecting Egsece Achievement of Students in Government and Non• Government Schools of Addis Ababa
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Date
2009-02
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Addis Ababa University
Abstract
The primary purpose of this study was to compare EGSECE achievement
of students in government and non-government schools and examine the
relationship of factors that affect EGSECE achievement. Besides it tried
to examine the prediction of EGSECE with the six independent factors
parental involvement, homework, class size, school facilities, teacher
competency, and principal leadership. Five government and fiv e nongovernment
secondary school students were used in this study. A
questionnaire was applied to 362 student participants who completed a
questionnaire that addressed characteristics analyzed for each group .
The 362 participants were randomly chosen to respond to items on
parental involvement, homework, class size, school facilities, teacher
competency, and principal leadership. Data from the completed
questionnaires were reported using descriptive statistics and frequency
data. Major findings of the study were that the mean value for each of
the independent variables of non-government schools was greater than
the government schools, and the t-test computed revealed that there was
statistically significant difference on EGSECE achievement between
government and non-government schools in favor of non-government
schools. Besides, the correlation of the independent variables to the
dependent variable was ' low for both government and non-government
schools EGSECE GPA. Parental involvement (t = 5.39, p < 0.01) and class
size (t = 3.12, p < 0.01) were positive predictors to students' a cademic
achievement for government schools; and none of the predictor variables
influence the achievement of EGSECE in non-government schools. The
predictor variables account for 13% of the variability in the criterion
variable;
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Keywords
Affecting Egsece Achievement of Students in Government