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Showing 10 out of a total of 185 results for community: College of Education and Behavioral Science.
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Major factors that affect female teachers’ Participation in school leadership: the case of Public primary schools in jimma town
Lemessa Gobena
;
Tadesse regassa
(
2014-05
)
Investigating factors that affect the implementation of school improvement program in Gambeltu Cluster
Kifle Daniso
(
2014
)
Health-Related Behaviors, Health Consciousness and Psychological Wellbeing among Teaching Faculty in Jimma University, Ethiopia
Aregash Hassen
;
Belay Tefera Kibret
(
2015-11
)
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
)
The Child Sexual Abuse Epidemic In Addis Ababa: Some Reflections On Reported Incidents, Psychosocial Consequences And Implications
Jibril Jemal
(
2012-03
)
Review article: the roles of assessment in curriculum practice and enhancement of learning
Fisseha Mikre
(
2010-03
)
Middle School Students Academic Motivation: A Missing Element in a General Education Quality Improvement Program in Ethiopia
Abebe Kinde
(
2015-03
)
The use of first language in developing ideas in second language writing according to Siti Hamin Stapa and Abdul Hameed Abdul Majid
Tekle Ferede
(
2012
)
The Roles of Information Communication Technologies in Education Review Article with Emphasis to the Computer and Internet
Fisseha Mikre
(
2011-07
)
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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