Examining the Contribution of Academic College Readiness Measures, the College Readiness Curriculum and the Ecological Context in Promoting College Success of the Ethiopian Public Higher Education Graduate
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Date
2021-10
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AAU
Abstract
This study aimed at 1) examining the effect of college readiness on college success at the values of the
moderators; 2) analyzing how university quality assessment and university entry cutting scores are
related to college readiness and college success; 3) comparing and contrasting the Ethiopian Prep
curriculum with major college readiness curricula in the world, and; 4) studying how graduates
experienced college readiness. The study employed a mixed research design in which the quasi experimental and phenomenological research designs were used. All 2011 E.C./2019 G.C.
undergraduate graduating year students from governmental Higher Education Institutions, the
Ministry of Education officers, and the Ethiopian National Educational Assessments and Evaluations
Agency officers were the populations. Both probability and non-probability sampling designs were
used in sampling. Additionally, a graduate survey, a graduate interview, and document analysis
methods were the instruments of the study. The result revealed that the stronger effect of college
readiness on college success did not guarantee a higher probability of college success. Also,
promoting the conditional effect of college readiness on college success while heightening the
probability of college success is interpreted as a trait of a high-performing institution. The Ethiopian
Prep courses have contradictions regarding the sources of the courses, the setting for delivery, and
the teachers who teach the courses. The Ethiopian teachers have a minor role in curriculum
development, and in reshaping the curriculum depending on the context. The Ethiopian Prep has a
weaker relationship with universities in curriculum revisions and test development, and it does not
badge college readiness. International Baccalaureate and Advanced Placement examinations are
composed of both objective and subjective items, unlike the Ethiopian University Entrance
Examination. Like college courses, Dual Enrollment courses’ assessment is based on course grading.
Remediation is inappropriately used, and the elements of the ecosystem are loosely integrated with
building college readiness in Ethiopian education.
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Keywords
College Readiness; College Success; College Readiness Curriculum; Context