Students’ Learning Practices as a Function of Curriculum Type and Residence Experiences in Selected Preparatory Schools of Amhara Region

  • Amera Seifu

Abstract

This study tried to examine the contributions of preparatory school students‟ motivation, commitment and participation on their learning practices. It also checked whether or not there were significant differences in students‟ learning practices, motivation, commitment, and participation with respect to their curriculum type (NSC and SSC) and previous residence experiences (urban and rural). The study identified 312 (192 males and 120 females) randomly selected Ghion, Woreta and Durebete preparatory school students of Amhara Region as its participants. Questionnaire and interview were the data collection instruments of this study. One sample t-test, independent t-test, Pearson correlation coefficient and multiple regressions were employed as the major analysis techniques. Findings of the study were the following. Preparatory school students‟ learning practices were below the expected position. Even though students‟ participation seemed to be at average, their motivation and commitment in learning were below the expected level of performance. As the regression analysis indicated, 33 % of the successes and failures of students‟ learning practices was attributing for the interactive effect of motivation, commitment and participation. In comparison to urban-background preparatory school students, rural-background preparatory school students were better in their learning practices, motivation and commitment but they did not have significant differences in their participation towards learning. Similarly, NSC students were better in their learning practices, motivation and commitment than their counterparts in SSC. Level of participation, however, was better in SSC students than the NSC students

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References

Adane Taye (1993). A historical survey of state education in Ethiopia. Addis Ababa. Adedeji, O,S, and Olaniyan, O. (2011). Improving the conditions of teachers and teaching in rural schools across African Countries Addis Ababa, UNESCO: International Institute for Capacity Building in Africa Adelman, H. and Taylor, L. (2008). Engaging and Re-engaging Students in Learning at School Los Angeles: Center for Mental Health in Schools. Aggrawal .J. C. (1994). Essentials of Educational Psychology. New Delhi. Vickas Publishing Amare Asgedom, Daneil Desta, Derebssa Dufera, Wana Lake, Elizabeth, Leu, Karrima, B. & Alison, Pr. (2006). “Teachers and Principals‟ Perception of Quality Education.” Ethiopian Journal of Education, 2(26), 101-23
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Published
2016-06-13
How to Cite
SEIFU, Amera. Students’ Learning Practices as a Function of Curriculum Type and Residence Experiences in Selected Preparatory Schools of Amhara Region. The Ethiopian Journal of Education, [S.l.], v. 36, n. 2, p. 1 - 39, june 2016. ISSN 2523-0980. Available at: <http://ejol.aau.edu.et/index.php/EJE/article/view/866>. Date accessed: 16 oct. 2018.
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