Ethiopian Journals Online (EJOL)
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Relationship between Self-Regulated Learning Behaviors (SRLBs) and Academic Achievement of College Students: Teaching How to Learn
No full textThe purpose of this study was to assess the relationship between Self- Regulated Learning Behaviors (SRLBs) and academic achievement of college students. Accordingly, a correlational research design was employed to effectively assess the association among motivational, meta-cognitive and learning strategy self-regulation and college academic performance. To achieve this objective, 126 third year students (male= 66, female=60) from Robe and Assela Colleges of Teacher Education were randomly selected and involved in the study. Basically, a highly adapted instrument from the Motivated Strategies for Learning Questionnaire (MSLQ) was used to collect data from the students. Moreover, a five-semester academic achievement or GPA was collected from the respective registrar offices of the colleges. The collected data was analyzed using Pearson correlation test, regression methods and SEM path analysis. Moreover, t-test was used to identify the differences between male and female participants of the two sample colleges in their self-regulated learning behaviors and academic achievement. The analysis of the result showed that self-regulated learning constructs have significantly predicted academic achievement of the students. It also indicated that learning strategy regulation and meta-cognitive self-regulation directly and significantly predict academic achievement whereas motivational self- regulation is an indirect predictor of academic achievement. No statistically significant difference was identified between male and female participants of the two colleges in their SRLBs and academic achievement
The Crisis of Ethiopian Education : Some Nation-Building : Uppsala , Department uppsala University. 1990. pp. 115 .
No full text"An Evaluation of the Predictive validity of Admission Criteria for Teacher Traininq in Ethiopia"
No full textThe purpose or this study was toexamine the extent to which admissioncriteria for Teacher Training Institutions(TTI) in Ethiopia (l .e. , ESLCB GPA,Community Participation score, Interviewscore, and Teaching experience Score) arepredictive or s uccess in TTI academicperformance indepndently of each other as independently or sex, year orcompletion or secondary education and fieldattended in the high school
Students' Perceptions of the Conditions that Reduce or Enhance the Pedagogic Value of Instructors' and Students' Questions
No full textStudents and instructors have specific views and attitudes abouttheir own questioning behaviour, derived from other sources such as formerstudents' opinions, thelf own schooling experience. trainmg. etc In anendeavour to investigate tlleir views, the students were asked to list thesituations under which students' or instructors' questions would be uselessand a waste of time. The students were also asked how presentedclassroom participants' questions would facilitate teachmg and leammgprocess. Their responses showed that students vaned 111 theIr ownperceptions of questioning behaviour and certall7/y In their expenence ofthem. The present study suggested that any move towards greater flexlblHtyin their queslfonmg behaviour needed to be built up on what studentscurrently perceive to be (acking in their questiolllllg and upon wllat theymight regard as a better way of learning
"LETTERS OF HEALTH" by Ivy Pearce
No full textTwo very difficult aspects of health education are (I) howto communicate your ideas and (2) how to write the modernmedical knowledge in an easily readable and understandablemanner to the public
Adaptation and Validation of the Home and School Forms of the Sensory Processing Measure-Preschool (SPM-P) for Use in Ethiopia
No full textDespite the encouraging trend in public awareness of the need for psychological support, there are indications that psychologists in Ethiopia face a wide range of challenges to keep up with the growing demand. One gap concerns the availability of measures. As part of the needed effort to bridge this gap, the present study attempts to adapt and validate an existing measure, the Sensory Processing Measure Preschool (SPMP), for use in the Ethiopian context. The study selected 676 participants who were typically developing children and 29 children with special needs aged between two and five years and selected from kindergartens in Addis Ababa. The SPM-P is a rating scale with home and school forms, each containing 75 items which are completed by the parent/caregiver and teacher/day-care provider respectively. Stratified random sampling and availability sampling techniques were employed to select the typicallydeveloping group and children with special needs, respectively. The results indicated good reliability coefficients for both forms (Home form, .93 and School form, .92) of the SPMP Amharic Version (SPMP-AV) and for the subscales (ranging from .60 to .90). Besides, SPMP-AV significantly discriminated between typically-developing children and children with special needs (p< .001), indicating the scale’s discriminant validity. The scale’s convergent validity was further established. Overall, SPMP-AV demonstrated good psychometric characteristics; with careful use, it can play a significant role in the development of evidence-based practices to address sensory processing disorders in Ethiopia
Gender and Personality as Predictors of Bullying in Primary Schools: Evidence from Some Schools in Sekota Town, Amhara National Regional State
No full textBullying is a recent subject of study in Ethiopia. The present study investigated if gender and the big five personality traits independently, jointly, and their interaction predict bullying among primary school students. The study followed a correlational design and involved 204 students drawn from three randomly selected primary schools in Sekota town, Amhara National Regional State, Ethiopia. These 204 students were identified as perpetrators of bullying with different roles (bullies, assistants, and reinforcers) based on nominations from peers. Data on respondents’ personality and level of bullying were collected using close ended questionnaires. Multiple linear regression was used to analyze data. Results revealed that gender and personality and their interaction taken together explained 34.4% of the variance in bullying. Except for agreeableness all the big five personality traits predicted bullying. However, there were gender differences in the role of conscientiousness in predicting bullying. Thus, based on the findings it can be concluded that gender and personality are important precursors of bullying. Following the conclusion several recommendations were forwarded among which is initiating conversations with students about the nature of bullying, its consequences, and how to tackle bullying behavior
