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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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School based decision making and its implmention in jimma zone secondary schools
Gadise Lem
(
2019
)
Psychosocial Conditions, Resilience Status and Intervention Strategies of Street Children in Jimma Town
Dinaol Urgessa
;
Getachew Abeshu
;
Aminu Jibril
(
2018-06
)
Major reasons for couples to cohabit, their adjustment problems and consequences for social acceptance among Jimma resident
Tsion Abera
;
Birhanu Nigussie
;
Nigatuwa Worku
(
2017-11
)
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
)
Practices and problems of financial management system in jimma zone pubilic secondary schools
Tarekegn Regasa
;
Tamiru Jote
;
Tadesse Abera
(
2013-04
)
An assessment on practices and challenges of educational material resource management in jimma town: the case of governmental secondary schools
Workneh Ejere
;
Tadesse Regassa
(
2014-09
)
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
)
School community relationships in government secondary schools of horo guduru wollega zone
Miressa Tolu
;
Abebe Hunde
;
Jafar Lola
(
2016-06
)
Practices and challenges of school based continuous professiona development in secondary schools of kemashi zone
Ashebir Mekonnen
;
Mitiku Bekele
;
Abunu Arega
(
2014-03
)
Practices and Challenges of Clinical Supervision In Government Secondary Schools of Anyway Zone, Gambella Regional State
Ochan Wadi
;
Desalegn Beyene
(
2021-01
)
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