Major Factors Affecting The English Achievement Upper Primary School Pupils Ik Gondar Town
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Date
1993-06
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Addis Ababauniversity
Abstract
The quality of education as reflected in academic achievement
can not be divorced from the complex set of social and
educational factors which interplay to affect learning
processes and outcomes. The qu e stion "what makes a difference
in academic performance?" has been addressed by different
researchers from both the developed and the developing
countries. Within the developed countries much is known about
the determinant-achievement relationships. In the developing
countries, however, the findings are inconclusive and
inconsistent.
The purpose of the study was to examine the extent to which
variables used in the Educational Production Function and the
Process-Product research approaches explain differences in
grade five and six pupils ' English achievement. Specifically,
the study attempted to investigate the relative impact on
pupils' achievement of seven home, six pupil, six schoolclassroom
and eleven teacher related variables.
This task was accompl ished by regressing thirty independent
variables for each grade level. The dependent variable used as
a criterion measure was achievement test prepared by the
investigator based on the objectives and contents determined by
the Ministry of Education for the respective grade levels. The
thirty independent variables were selected on the basis of
revi ew of literature. Information on the independent variables
was secured using three basic tools of data collection:
Questionnnaire. school and classroom inventory. and classroom
evaluation rating scale.
The r e lati onship b e tween the thirty ind ependent variables and
pu p ils ' a c hi evement at each grade l evel was analysed by the
me thod of multipl e r egression. A variable ' s statistical impact
on the d epend ent va riabl e was a c cept ed as significant at 0.05
a level or better.
Results of the analysis revealed that variables describing
home. pupil. school-classroom and teacher attributes have
differential impacts on stud ents ' English achievement~ some
var iables (such as class repeti tion, father ' s education and
planning skill) show ed statistically significant impacts while
others ( s u ch as pupl sex, cla ss - ize, and family-size) exerted
nonsignificant influence. Based on these findings some basic
co n c lu~i o ns ar e r each ed and r e lat ed r ecomm endations forwarded
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English Achievement Upper Primary School Pupils Ik Gondar Town