Major Factors Affecting the English Achievement Upper Primary School Pupils in Gondar Town
| dc.contributor.advisor | Bekele, Abebe (PhD) | |
| dc.contributor.author | Ayele, Abera | |
| dc.date.accessioned | 2022-04-21T06:43:08Z | |
| dc.date.accessioned | 2023-11-05T09:05:41Z | |
| dc.date.available | 2022-04-21T06:43:08Z | |
| dc.date.available | 2023-11-05T09:05:41Z | |
| dc.date.issued | 1994-06 | |
| dc.description.abstract | The quality of ed uca tion as reflected in academic achievement can not be divorced from the complex set of social and edu ca tional factors which interplay to affect l earning processes and outcomes. The question "what makes a differ e nce in academic performance?" has been addressed by differ ent researchers from both the developed and the developing countries. Within the developed countr i es much i s known about the determinant - achievement relationships. In the developing countries, how ever, the findings are inconclusive and in co nsistent. The purpose of the study was to examine the extent t o which variables used in the Educational Production Function and the Process-Product research approaches explain differences in grade five and six pupi Is ' Engl ish achievement. Specifically, the study attemptecl to inves tigate the relative impact on pupils' achievement of seven home, six pupil, six schoolc lassr oom ancl eleven teacher relat ed variables. This task was accompl ished by regressing thirty ind e pendent variables for each grade le vel . The dependent variable used as a cri terion measure was achievement test prepared by the investigator based on the objectives and contents determined by the Ministry of Education for the respective grade levels. The thirty ind e pend ent variables were selected on the basis of review of lit eratu r e. Information on the independent variables was secured using three basi c t oo ls of data coll ec tion: Questionnnaire, school and classroom inventory, and classroom evaluation rating scale. The r e lationship between the thirty independ en t var iabl es and pupils ' achievement at each grade l eve l was analysed by the method of multipl e r eg ression. A var iahl e's statistical impact on the dependent variable was acceptecl as s i gnificant at 0 . 05 a level or better . Results of the analysis revealed that variables describing home, pupil. school-classroom and teacher attributes have differential impacts on students ' English achievement: some va ria b l es (s uch as class r epet ition, father 's education and planning sk il l) showed statisti ca lly significant impacts whil e others (such as pup l sex, class-size, and family-size) exer t ed nonsignifi ca nt influence. Based on these findin gs some basic conclusions are r eac hed and related r ec omm enda tion s forwarded | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/31499 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Major Factors Affecting the English Achievement Upper | en_US |
| dc.title | Major Factors Affecting the English Achievement Upper Primary School Pupils in Gondar Town | en_US |
| dc.type | Thesis | en_US |