Analysis of Determinants Influencing Students’ Academic Achievement in English and Mathematics Subjects of Ending Classes of Schools at Bahir Dar and Debre Tabor Towns, Ethiopia

Abstract

Quality education is the question of many countries. Students' achievement were a measure of teaching-learning process. Scholars suggested that regardless of the subject nature, many factors affect students' achievements in each school subject. This study is an attempt to determine factors influencing academic achievements of grade 8, 10 and 12 students in Debre Tabor Town (DT) and Bahir Dar Town (BDT) in 2013-2014 academic year with achievements variations occurred in student, class and school levels. Depending on the objectives descriptive analysis and multivariate multilevel linear regression analysis with maximum likelihood estimation were used to analyze the data. The results of BDT data show that school type and average work load of teachers jointly show a significant effect on both subjects; Teachers experience in terms of Mathematics, class size and availability of reference and text books in terms of English show significant influence on academic achievements. From the study, it was found out that multilevel modeling is much better than the single level ordinary regression model in fitting the data and in explaining the variations of the academic achievement at different levels. Likewise, on average non-governmental school students achievements were better than governmental. It can be concluded from this study that the variation of academic achievement of students in each grade level of mathematics and English subjects high within class followed by between schools. It can be recommended that academic facilities and managements at schools and home, and students personal efforts need to be improved in order to achieve better quality of education in all fields of studies at high standard.

Academic Outcomes in Language-Dependent and Computation-Dependent Courses among Mathematics Education Students in a Nigerian University: Top-Achievers Still Best of both Extremes

“…The analysis of Hypothesis One established a significant difference between the mean achievement scores of mathematics education students in language-dependent courses and computation-dependent courses. Similar variations were also observed by Ebrahim and Dagnaw (2015). This finding stressed the reality of the superficial categorization based on the two dichotomous extremes of extensive writing courses and calculationbased ones, at least inherently among students of mathematics education.…”