Motivational Orientation, Learning Strategy and Academic Achievement Among High School Students in Northern Shoa
| dc.contributor.advisor | Husain, Abraham (PhD) | |
| dc.contributor.author | Gemeda, Tola | |
| dc.date.accessioned | 2022-06-23T06:15:31Z | |
| dc.date.accessioned | 2023-11-18T15:40:01Z | |
| dc.date.available | 2022-06-23T06:15:31Z | |
| dc.date.available | 2023-11-18T15:40:01Z | |
| dc.date.issued | 1996-06 | |
| dc.description.abstract | The first purpose of this study was to investigate gender-related grade level differences in academic motivational and learning strategy cornponents among 81h , 91h , 10lh and 111h graders in Northern Shoa region . The second purpose was to examine the relations between these motivational and learning strategy variables and academic achievement at each grade level. An Amharic version self-report measure of student intrinsic value, self-efficacy, test anxiety, cogniti~e strategy use, and self-regulation was administered to a random sample of 391 boys and 366 girls from 5 randomly selected secondary schools and data-on academic achievement were obtained from school records . Analysis of variance, correlation and regression analyses were employed on the data. ANOVA results indicated statistically Significant grade level difference (at .05 level) only in self-efficacy between 81h and 111h graders. Statistically significant gender differences were found in self-efficacy, test anxiety, cognitive strategy use and self-regulation. All significant differences were in favor of males. There was a significant interaction between grade and sex only in cognitive strategy use. Results of correlation analyses indicated that self-efficacy and intrinsic value were positively related to cognitive engagement and academic achievement while test anxiety was related to these variables negatively at each grade level. Regression analyses revealed that self-efficacy and test anxiety were the best predictors of academic achievement at all grade levels. The motivational and learning strategy components, when combined together, revealed statistically significant relationships with academic achievement in all grades. It was concluded that the differences in students' motivational orientations and learning strategies were not only due to grade level and sex, but also due to other variables which influence students' motivational beliefs and learning strategies. Students with motivational orientations involving self-efficacy and intrinsic value use appropriate learning strategies and appear to be successful learners. Very test anxious students seem to use defective learning strategies and show poor academic performance. Practical implications of the findings are indicated. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/32117 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Motivational Orientation | en_US |
| dc.title | Motivational Orientation, Learning Strategy and Academic Achievement Among High School Students in Northern Shoa | en_US |
| dc.type | Thesis | en_US |