Paper Titles in Periodical
International Letters of Social and Humanistic Sciences
Volume 32

Subscribe

Subscribe to our Newsletter and get informed about new publication regulary and special discounts for subscribers!

ILSHS > Volume 32 > Major Factors that Affect Grade 10 Students’...
< Back to Volume

Major Factors that Affect Grade 10 Students’ Academic Achievement in Science Education at Ilu Ababora General Secondary of Oromia Regional State, Ethiopia

Full Text PDF

Abstract:

The main purpose of this study was to explore the factors that affect grade10 students‟ academic achievement in science education at Ilu Aba Bora Zone of General Secondary Schools. To attain this objective, descriptive survey research method was employed. The subjects of the study were 360 (172 male and female 155 students, 25 science teachers, 2 laboratory technicians and 6 school principals). Stratified sampling followed by simple random sampling (lottery method) technique was employed to select the sample students, purposive sampling technique was used to select the schools and availability sampling method was employed for science subject teachers, laboratory technicians and school principals. To gather the necessary data, questionnaire, and interview, observation and document analysis were used. The gathered information was analyzed using both quantitative and qualitative methods of data analysis. The result of the study showed that students were stagnantly engaged in traditional methods of teaching science education. Of major teaching science methodologies, small group (one to five) discussion (M = 4.0) method was the most dominant approach followed by gapped-lecture and whole class discussion, which are not pedagogically supported in teaching science education of the modern time. Out of laboratory sessions, with statistically no significant difference between male and female students, they favored science education negatively and poorly involved in practicing it. 85.97% of activities in science educations of grade 9 and 10 were absolutely not done in the laboratory, which hinder students‟ understanding to handle science education easily. The study also revealed that, non-proficiency in English Language becomes an obstacle for students to grasp the concepts of science education. Although the professional supports of science teachers to their students were relatively fair (M = 3.2), they have not used their maximum potential to implement science education effectively. Parental involvement, peer pressure, schools support (regular attendance, providing facilities, evaluating the effectiveness of teaching learning, giving guidance) and other stakeholders commitment to enhance students‟ science education were very near to the ground. Lastly, absence of laboratory chemicals, rooms, apparatuses, technicians and well organized laboratory manuals were negatively affected the effective implementation of science education and students‟ academic achievement as well. Thus, based on the findings of the study, recommendations were forwarded to alleviate the aforementioned problems.

Info:

Periodical:
International Letters of Social and Humanistic Sciences (Volume 32)
Pages:
118-134
DOI:
https://doi.org/10.18052/www.scipress.com/ILSHS.32.118
Citation:
F. Beyessa "Major Factors that Affect Grade 10 Students’ Academic Achievement in Science Education at Ilu Ababora General Secondary of Oromia Regional State, Ethiopia", International Letters of Social and Humanistic Sciences, Vol. 32, pp. 118-134, 2014
Online since:
Jun 2014
Authors:
Feyera Beyessa
Keywords:
Attitude, Instructional Media, Practice, Science Education, Stakeholders, Supports, Teaching Methodology
Export:
RIS, BibTeX, Text
Distribution:
Open Access

Creative Commons License
This work is licensed under a
Creative Commons Attribution 4.0 International License

References:

AAPT (2009). The Role, Education, Qualification, & Professional Development of Secondary School physics Teachers. Retrieved on December 25, 2011, from http: /WWW. aapt. org.

Farounbi M. (1998). Resource concentration, utilization and management correlates of students'. Learning outcomes: a study in school quality in Oyo State. University of Ibadan, Ibadan.

Gay L. R., Airasia P. (2000). Educational Research: Competences for Analysis and Application. (6thed. ). New Jersy: Prentice-Hall, Inc.

George R., Kaplan M. D. (1998). A structural model of parent and Teacher influences on students' attitudes of eight grades. Evidence from NELS: 88 Science, 82(1); 93-109.

Goddard R. D. (2003). Relational networks, social trust, and norms: A social capital perspective on students' chances of academic success. Educational Evaluations & Policy Analysis, 25; 59-74.

Hallinan Maureen T., Aage B. Sorensen. (1987). Ability Grouping and Sex Differences in Mathematics Achievement,. Sociology of Education, 60(2); 63-72.

Harb Nasri, El-Shaarwi Ahmed (July 2006). Factors Affecting Students' Performance,. MPRAPaper No. 1362.

Henderson A., Mapp K. (2002).

Mahathir M. (1991). The way forward. Paper presented to the Malaysian Business Council. Retrieved from: http: /vlib. unitarklj1. edu. my/htm/w2020. htm.

MoE (2002). Educational Organization and, Community Participation and Financial Guideline: Addis Abeba EMPDA, August.

MoE (2004). Continuous Professional Development. For school teachers. (A guideline). Addis Ababa, June.

Natriello Gary, Edward L. McDill (1986). Performance Standards, Student Effort on Homework and Academic Achievement., Sociology of Education, (59)1; 18-31.

Norhidayah Ali Kamaruzaman, Jusoff Syukriah Ali Najah, Salamt Mokhtar Azni Syafena Andin (20 December 2009). The Factors Influencing Students' Performance at Universiti Teknologi MARA Kedah, Malaysia,. Canadian Research & Development Center of Sciences and Cultures, 3(4).

OEB (2012). Education Statistics Annual Abstract. Finfinne Oromia: Oromia Education Bureau, May.

OREB (2007). Maanwallil Acleemasa Hoji Kenna Degarsa Ogummaa fi Hordoffii Barnootaa. Garee JBAH BBO; Finfinee.

Ornstain A. C., Hunkins (1998). Curriculum: Foundations, Principles and Issues, New Jersy: Prentice Hall.

Raychaudhuri A., Debnath M., Sen S., Majumder B. (2010). Factors Affecting Students'Academic Performance: A case Study in Agartala Municial Councle Area. Bangladidh: E-journal of Sociology, 2.

Rein Hartz J., Beach M. D. (1997). Teaching and Learning in the Elementary school: Focus on curriculum. New Jersey: Prentice Hall.

Roberts Kerry L., Sampson Paulinen M. (2011). School board member professional development and effect on student achievement. International Journal of Educational Management, 25(7); 701-713.

SMASEE (2012). Introducing Strengthening Mathematics and Science Education in Ethiopia (SMASEE) and monitoring and evaluation. Fabruary. Addis Ababa.

Staver John R. (2007. ) Teaching Science. France: Imprimerie Nouvelle Gonnet, 01300 Belley.

TGE (1994). Transitional Government of Ethiopia, Education and Training Policy, Addis Ababa.

Villegas-Reimers E. (2003). Teacher Professional Development: an International Review of the Literature UNESCO: International Institute for Educational Planning, IIEP's Print Shop.

Wittrock C. M. (1994). Generative Science Teaching. In Peter, J. F., Richard, F. G. & Richard, T. W. (Ed), the content of science: a constructivist approach to its teaching and learning. Hongkong: Graphicraft Type Setters Ltd.

Zewdu Gebrekidan (2010). Ethiopian National Assessment of Grade 10 and 12 students. National Agency for Examination. December, 2010, Addis Ababa, Ethiopia.

Abdulrahaman W. Lawal, International Letters of Social and Humanistic Sciences 3 (2014) 53-59.

Akor Isaiah Akem, Victor Tavershima Ukeli, International Letters of Social and Humanistic Sciences 4 (2014) 49-59.

Peace Ebele Ilechukwu Chukwbikem, International Letters of Social and Humanistic Sciences 8(1) (2014) 1-17.

Halima Sidi Bamall, International Letters of Social and Humanistic Sciences 8(1) (2014) 50-55.

Dennis Agama Eka, International Letters of Social and Humanistic Sciences 8(2) (2014) 170-182.

Hannatu Abdullahi, International Letters of Social and Humanistic Sciences 8(3) (2014) 217-223.

Fowoyo Joseph Taiwo, International Letters of Social and Humanistic Sciences 8(3) (2014) 244-251. ( Received 13 June 2014; accepted 24 June 2014 ).

Show More Hide