Students' Academic Achievement as A Function of Gender, Parents' Educational Background And Learning Strategies in Dessie Town High Schools

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Addis Ababa University


The major concern of this study was to examine how far gender, parents' educational background and learning strategy components predicted students' academic achievement. A total of 380 subjects, (188 males and 192 females) were involved in the study from Dessie Town high schools. A Likert type five point scale self-report measures and a s h ort supplementary questionnaire, which u sed to obtain demographic data, were administered. The overall academic achievement, Mathematics a chievement and Language achievement scores were obtained from school records. Correlation, t-test, analysis of variance and multiple regressions were used for analysis. Results obtained through Correlat ion analy s is portrayed that except gender, both parents' educational background and learning strategy components indicated significant association with academic a chievement. The t-tes t reve aled that the re exis ted significant average diffe rence in mathematics a chievement in favor of males and language achievement favoring females, but there was no statistically significant difference between male and female students in the overall academic achievement. Moreover, statistically s ignificant gender difference was observed in seif- regulating strategy in favor of males but no significant d~1erence was revealed in cognitive strategy u se. The ANOVA results indicated s ignificant students' academic achievement differences due to their parents' educational Ie v-:; [ differences. ' Students who come form educated Parents perform better in school than their counterparts who come from uneducated parents. Similar students' academic achievement re sults were also observed with their paternal or male guardian and maternal or female guardian educational leve ls. The multiple regression analysis displayed that both parents' educational background & learning strategy components had statistically significant contribution on s tudents' academic achievement, exp laining 88% of the variation in academic achievement. 'Of the variables treated in the study , parents' educational background was the best predicto r variable in students academic a c hievement



Educational Background and Learning Strategies