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Showing 10 out of a total of 376 results for community: College of Education and Behavioral Science.
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„Implementation of functional adult literacy program in the special zone of Oromia around Finfine,
Ashenafi Negewo
(
2015
)
Practices and challenges of instructional supervision: the case of government primary schools of haramaya woreda, in east harerghe zone, oromia regional state.
Hamza dawid
(
2018
)
Depression, anxiety and stress and their association with substance use among Jimma University staff, Jimma, Ethiopia, 2016
Yigizie Yeshaw
;
Andualem Mossie
;
Yosef Asfaw
(
2016-06
)
Students disciplinary problems and its effect on the teaching learning process in cluster resourcecenters of kumburoprimary school in sasiga woreda, east wollega zone
Ayyantu Damtewu
;
Bekelu Ferrede
(
2016-07
)
Leadership effectiveness of general secondary school principals in west wollega zone, oromia regional state of ethiopia
Girma Yadeta
;
Bekalu Ferede
(
2014-10
)
Relations of ego development and adjustment status with psychological distress and academic performances among first year Assosa University students.
Getahun Tadesse
;
Berhanu Nigussie
;
Teshome Tena
(
2018-06
)
Teacher Job Satisfaction And Organizational Commitment As Predictors Of Secondary School Teacher‟S Turnover Intention In Some Selected North Shoa Government Schools, Oromia Regional State
Seyoum Nigussie
;
Kinde Getachew
;
Aregash Hassan
(
2018-06
)
Factors affecting women’s participation in secondary school leadership in majang zone of gambella region
Akal Amsal
;
Tadese Regasa
(
2019
)
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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