Factors Affecting Egsece Achievement of Students in Eastern Zone of Tigray National Regional State
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Date
2011-05
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Addis Ababa University
Abstract
The main purpose of this study was to describe the factors affecting EOSECE
achievement of students. The study was carried out with specific reference to six
secondary schools and two TVET centers of Eastern Zone in Tigray region
National State. To this end, the descriptive survey approach was employed as the
study method. The total participants of the study were 514. A questionnaire was
administrated among to 338 students and 82 teachers. Seven secondary school
principals, and seven Woreda .. education office experts were interviewed; and
focus group discussions held among ten students from each' of the selected
educational institutions. Sample secondary schools and respondents were
selected using simple random stratified, purposive and availability sampling
techniques. Document analysis, Likert 5-scale closed ended questionnaire,
unstructured interview and focus group discussion were used as major tools of
the data collection. The information gained through these data gathering tools
were analyzed by frequency accounts, percentage distribution, mean and mean
rank. Spearman rank correlation coefficient, weighted mean rank and descriptive
statement were also employed. Chi-square was employed to test the degree of
difference of two groups of respondents. Results indicated, the EOSECE
achievement pass rate of students did not show series trend, that is
inconsistency in consecutive five years in sample secondary schools. The major
factors that affect the EOSECE result students were lack of interest students in
learning, lack of commitment and interest of teachers in teaching, lack of parent
involvement, support and awareness in school activities, shortage of instructional
materials and school facilities;" poor school management and ' overcrowded of
classrooms ranked one to six respectively. School management, teachers and
parents attempt less effort to overcome the low result of students' cooperatively.
High achieving students were six times less than those who achieve low EOSECE
results. Therefore, the researcher recommended for, students, teachers, school
principals,parents, Woreda education office experts, Woreda administration, and
Tigray state education bureau in collaboration with Ministry of Education and
NOOs join hands and exert extra effort so that students could perform well on
national exams by executing necessary school facilities and materials, training
school management and laboratory technicians, and providing additional
incentives to teachers like house allowance and stretching career structure.
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Factors Affecting Egsece Achievement