Abstract:
The purpose of this study was to explore the relationship between multicultural education
and students’ academic achievement in secondary schools of Ilu Aba Bor Zone. A
quantitative correlational design was applied. About 351 students, 170 teachers selected by
simple random sampling and 8 supervisors included by purposive sampling were
participated. Data for the study were collected through questionnaire, semi-structured
interview guide and document review. The findings of this study revealed that there is low
level of practices multicultural education practices (M = 2.88, SD = 0.98) and students’
academic achievement (M = 345). It was confirmed that there is strong, positive, statistically
significant relationship between multicultural education practices and students’ academic
achievement (r = 0.810, p = 0.008) in national exam. Lack of focus from school leadership,
lack of training, lack of clear guide lines on multicultural education were major barriers
affecting multicultural education.. It was concluded that the level of multicultural education
does not address students’ diversity; diminished students’ academic achievement in entrance
examination is contributed by low level of implementation of multicultural education.
Depending on the findings it was recommended secondary schools should evaluate critically
text books and identify gaps in multicultural education and the sequential bureaucratic
education offices should report the gap to ministry of education. Ministry of education should
also prepare curriculum according to the geographical setting, historical heritages and
social values. Woreda and zone education office need to work with University to provide
training. Woreda and zone education office are recommended to assess implementation of
policy with regard to multicultural education and provided feasible feedbacks to improve its
practices.
