Students- , academic chiementse as a function of gender ,parents’educational background and learning Strateies in dessie town high schools
| dc.contributor.advisor | Andualem, Tamirie(Ato) | |
| dc.contributor.author | Tadesse, Aemero | |
| dc.date.accessioned | 2018-06-25T12:03:38Z | |
| dc.date.accessioned | 2023-11-10T12:24:29Z | |
| dc.date.available | 2018-06-25T12:03:38Z | |
| dc.date.available | 2023-11-10T12:24:29Z | |
| dc.date.issued | 2005-06 | |
| dc.description.abstract | The major concern of this study was to examine how far gender, parents' educational background and learning strategy components predicted students' academic achievement. A total of 380 subjects, (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 short 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 were used for analysis. Results obtained through Correlation analysis portrayed that except gender, both parents' educational background and learning strategy components indicated significant association with academic achievement. The t-test revealed that there 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 significant gender difference was observed in self- regulating strategy in favor of males but no signifi~ant difference was revealed in cognitive strategy use. The ANOVA results indicated significant students' academic achievement differences due to their parents' educational level differences. Students who come 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 paternal or male guardian and maternal or female guardian educational levels. The multiple regression analysis displayed that both parents' educational background & learning strategy 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/12345678/3236 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa Universty | en_US |
| dc.subject | Education | en_US |
| dc.title | Students- , academic chiementse as a function of gender ,parents’educational background and learning Strateies in dessie town high schools | en_US |
| dc.type | Thesis | en_US |