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Showing 10 out of a total of 23 results for community: College of Education and Behavioral Science.
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A study of the availability and frequency of short refresher training courses for secondary school english language teachers in jimma zone, ethiopia
Demelash Mengistu
;
Demelash Mengistu
;
Ewnetu Seid
(
2015-08
)
Practices and Challenges of Transformational Leadership In the TVET Institutions of West Oromia
Keyredin Kedir
;
Abeya Geleta
(
2015-10
)
The relationship between principals‟ leadership styles and teachers‟ motivation in secondary schools of west showa zone
Meseret Amenu
;
Bekalu Ferede
(
2015-09
)
Factors Associated with Khat Chewing among High School Students in Jimma Town Southwest Ethiopia
Emishaw Dires
;
Matiwos Soboka
;
Habtamu Kerebih
(
2015-06
)
Job Satisfaction among Health Workers of Public and Private Sector Hospitals in South-West Shoa Zone, Oromia Regional State
Nimona Shaka Gudeta
;
Kinde Getachew
(
2015-06
)
Motivation And Stressors As Predictors Of Academic Performance Among Students Of Jimma College Of Teachers Education
Romel W/ Senbet Iddosa
;
Berhanu Nigussie
(
2015-10
)
„Implementation of functional adult literacy program in the special zone of Oromia around Finfine,
Ashenafi Negewo
(
2015
)
Practice and challenges of school improvement program implementation in government secondary schools of kamash zone of benishangul gumuz regional state
Tekalign Bekele
;
Mitiku Bekele
;
Abebe Hunde
(
2015-10
)
Middle School Students Academic Motivation: A Missing Element in a General Education Quality Improvement Program in Ethiopia
Abebe Kinde
(
2015-03
)
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.
Nimona Shaka Gudeta
;
Kinde Getachew
(
2015-06
)
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