A Study on the Impact of Assigning Students to Special Classes on Achievement and Attitude in Selectedsenior Secondary Schools the Case of Bahir Dar Special Zone and East Gojjam
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Date
1998-05
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Addis Ababa University
Abstract
This study attempted to investigate the impact of assigning students to special
and non-special classes on achievement and attitude in selected senior secondary
schools, the case of Bahir Dar special Zone and East Goijam. So, to examine this
impact, three sets of target population were taken in the study. The first were students
of tenth grade who were assigned into special classes and their counter part non-special
classes in Tana Haik and Motta Senior secondary Schools. The second and third sets
were teachers and school directors, unit leaders and guidance officers.
To veritY the basic questions, 200 students in total (100 from special and
another 100 from non-special ) were given English and Mathematics academic
achievement tests.
A questionnaire was administered to 45 teachers of the selected schools.
Moreover, interview was conducted to school directors, units leaders and guidance
officers of the two schools. To understand the nature of classroom interaction and
students' participation, observation was also employed.
The infonnation obtained through academic achievement tests, questionnaire,
observation, and interview were analysed using the procedure of descriptive and
inferential statistics. So, the mean scores of the test for students in both groups were
compared. In addition, the existence of statistically significant difference between the
two compared groups in their mean score were computed using t-test.(A significant
difference in their English and mathematics results for most of the cease at 0.05 level).
Lastly, the data gathered through questionnaire, observation and interview were treated
using frequencies of responses and percentages.
Thus, results portrayed that no fundamental assistance with regard to learning
materials, curriculum modification, etc. were given and made in both schools
Besides, inferiority complex, frustration, loss of interest in the schoo~ lack of
self-confidence oflow ability gTOUp were the profound negative effects revealed in nonthe
grouping practice. Inflated self-esteem, bOa!>i fulness, lack of control and selfcentred
etc. behaviour were observed as a negative characteristics of special class
students
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Study on the Impact of Assigning Students