Abstract:
Cross sectional survey method was used to explore whether Motivation and Stress predict
Academic Performance of students of Jimma College of Teachers Education. Of 287 total
sample sizes, 172 male and 115 female students were participated in the study. Multiple Linear
Regression analysis was conducted by employing SPSS version 20. The result showed that
gender and the three study year levels account only 22% (R2=.219 of variance in academic
performances of students. T-Test result had also showed a significance differences between the
mean GPA of male and female students (T (285) =8.275, P<0.000). ), male students performed
more than female students. However, there was no statistical significance difference in mean of
motivation and stress between genders. Similarly, Tukey hoc test analysis showed a significance
differences in mean of an extrinsic motivation between 3rd and 1st year student (P<0.003) as well
as between 3rd and 2nd
year students (P<0.000). A significance difference was observed, too, in
an intrinsic motivation between 3rd and 1st year student (P<0.037) and between 3rd and 2nd
year
students (P<0.000), second year students were more motivated than first and third year
students. The overall mean of motivation of all the three study year level students were 3.84,
indicating that 53.8% majority of the students had high level of extrinsic motivation. On the
other hand, environmental sources of stress was the most common sources of stress of all
participants, first year students were being more stressed than second and third year students.
Hence, changing the residential environment of students is advisable to alleviate the problem.
Study skill and time management training as well as counseling services will help female
students to enhance their self-efficacy in order to improve their academic performance.
