Students' Academic Achievements as a Function of Gender, Parents' Educational Background and Learning Strategies in Dessie Town High Schools
| dc.contributor.advisor | Andualem, Tamirie (PhD) | |
| dc.contributor.author | Tadesse, Aemero | |
| dc.date.accessioned | 2019-06-20T07:09:29Z | |
| dc.date.accessioned | 2023-11-19T12:02:21Z | |
| dc.date.available | 2019-06-20T07:09:29Z | |
| dc.date.available | 2023-11-19T12:02:21Z | |
| dc.date.issued | 2005-06 | |
| dc.description.abstract | The major concem of this study was to examine how far gender, parents' educational background and leaming strategy components predicted students' academic achievement. A total of 380 s ubjects, (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 hort supplementary questionnaire, which used to obtain demographic data, were administered. The overall academic achievement, Mathematics achievement and Language achievement scores were obtained from school records. Correlation, t-test, analysis of variance and multiple regressions we re used for analysis. Results obtained through Correlation analysis portrayed that except gender, both parents' educational background and leaming strategy components indicated significant association with academic achievement. The t-test revealed that the re existed significant average difference in mathematics achievement 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 self- regulating strategy in favor of males but no s ignificant d~rerence was revealed in cognitive strategy use. The ANOVA results indicated significant students' academic achievement differences due to their parents' educational level differences. 'Students who corne form educated Parents perform better in school than their counterparts who come from uneducated parents. Similar students' academic achievement results were also observed with their patemal or male guardian and matemal or female guardian educational levels. The multiple regression analysis displayed that both parents' educational background & leaming s trategy components had statistically significant contribution on students' academic achievement, explaining 88% of the variation in academic achievement. 'Of the variables treated in the study, parents' educational background was the best predictor variable in students academic achievement. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/18522 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Students' Academic Achievements as a Function | en_US |
| dc.title | Students' Academic Achievements as a Function of Gender, Parents' Educational Background and Learning Strategies in Dessie Town High Schools | en_US |
| dc.type | Thesis | en_US |