Thc Impacts of Parcntallnvolvement, Parent-Teacher relation, Peer Inllu{'ncc and Studcnts' Acadcmic Sclf-Conccpt on Studcnts' Acadcmic Achievcment: Thc Casc of Dcbrc Markos Second Cycle Primary Schools
| dc.contributor.advisor | Chalechisa, Desalgn (PhD) | |
| dc.contributor.author | Tadele, Temesgen | |
| dc.date.accessioned | 2019-01-23T13:41:47Z | |
| dc.date.accessioned | 2023-11-10T14:44:04Z | |
| dc.date.available | 2019-01-23T13:41:47Z | |
| dc.date.available | 2023-11-10T14:44:04Z | |
| dc.date.issued | 2006-06 | |
| dc.description.abstract | This study attempted to examine the relationship among parental involvement, peer group influence, parent-teacher relation and academic self-concept in relation to academic achievements. Besides, the impact of these variables as a function of academic achievement was investigated. 351 primary school students (129, from grade 7 and 222, from grade 8), 70 parents and 73 teachers were taken as participants of the study. Two measuring instruments that were average academic achievement score of three consecutive semesters and parents, students and teachers self-report questionnaires were used to gather pertinent information. The data obtained were analyzed by using statistical techniques of mean, standard deviation, person correlation coefficient, t-test, multiple regression, analyses of variance (ANOVA) and post hoc comparison. Results obtained through correlation analysis described that parental involvement, peer group influence, parent-teacher relation and academic self-concept had significantly positive relation with students' academics achievement. The multiple regression analysis displayed that parental involvement, peer group influence, parent-teacher relation and academic self~concept had statistically significant contribution on students' academic achievement, explaining 62.6% of the differences in academic achievement. Of the variables treated in the study, peer group influence was the best predictor variable to the students academic achievement. Significantly students' academic achievement differences were resulted due to peer group influence, parental involvement, parent-teacher relation and academic selfconcept. The t-test reveled that there existed significant mean variation between parents and siudents toward parental involvement. Finally, it was concluded that peer group influences and parent-teacher relation were more important variables for the academic achievement of the students under the study. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/16004 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Impacts of Parcntallnvolvement | en_US |
| dc.subject | Parent-Teacher relation | en_US |
| dc.title | Thc Impacts of Parcntallnvolvement, Parent-Teacher relation, Peer Inllu{'ncc and Studcnts' Acadcmic Sclf-Conccpt on Studcnts' Acadcmic Achievcment: Thc Casc of Dcbrc Markos Second Cycle Primary Schools | en_US |
| dc.type | Thesis | en_US |