Alelign jemberie (2 Ergebnisse)

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Scientific Essay from the year 2020 in the subject Psychology - Developmental Psychology, , course: PSYCHOLOGY, language: English, abstract: The main objective of the study is to investigate the effect of self regulated learning, academic self-concept and help- seeking behavior on students' academic achievement in the Finote Selam College of Teacher Education, Ethiopia.The research design is a descriptive survey design with quantitative research approach. The participants of the study were 201 (m=98 and f=103) second year regular students of the college. In selection of the research participants, both probabilistic and non-probabilistic sampling techniques were employed. The instrument used to gather the data were questionnaire sand other document. In addition, to answer the research questions inferential statistics such independent sample t-test, correlation, ANOVA and multiple regression analysis were performed. Furthermore, the beta coefficient analysis was used to determine the direct effects of variables on students' academic achievement.The independent samples t-test indicated that there is a significant sex difference in academic self concept, help- seeking behavior and academic achievement. As the study revealed, all male college students relatively scored higher mean scores than their female counterparts. But the difference in self regulated learning is not significant. As the correlation coefficient results demonstrated that there were statistically significant positive correlation between Academic self concept and help-seeking behavior and also Academic self concept and academic achievement. Again academic achievement and help- seeking behavior correlates positively. But, the significance seen between self regulated learning and academic achievement and self regulated learning and Academic self concept is not that mach significant.…

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Forschungsarbeit aus dem Jahr 2019 im Fachbereich Pädagogik - Schulpädagogik, , Sprache: Deutsch, Abstract: The purpose of this study is to investigate the impact of preschool educational experience and parental support on the students' academic achievement in elementary schools. The research was descriptive survey in nature. The population for this study included all grade 4 students and teachers of primary school of D M town. The study group was consisted of 25 teachers and 200 students from five randomly selected sample government primary schools. And data were collected by using adapted closed-ended questionnaires & open-ended focus group items. Students from these schools were selected by systematic sampling technique. But the grade level was selected purposefully. Grade 4 Scores (GPA) were obtained from students' previous three years annual rosters. In the study independent t-test, correlation and one way ANOVA were used.The independent t-test indicated, there was a significant academic achievement variation between preschool experienced and non-pre-school experienced students, because the mean score of NPSE (78,1098) was less than the mean score of PSE (83,8068). The study on FGD also showed that, preschool educational experience has positive impact on primary students' academic achievement than non preschool educational experienced students in attention, effort, discipline, and class participation. Besides the study revealed, that there was a statistically significant positive correlation between parental support and academic achievement (r=0,255, N=200, p<0,001). But, it had weak positive relationship. So it couldn't be concluded that parental support has strong significant impact. Again in ANOVA and post hoc, in the case of fathers 'education level, the study showed that there was mean differences between all the three groups of fathers' education level.But in the case of mothers' education level, the mean of the groups those who 'cannot read and write and those who can read and write': and also the mean of the group those who 'cannot read and write and those who had certificate and above were statistically significant. But the mean of the group those who can read & write and the mean of the group who had certificate and above differed each other by -2,62038. This showed that there was not found a significant difference between the two groups.…