The Relationship between Multicultural Education And Students’ Academic Achievement in Secondary Schools of Ilu Aba Bor Zone

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.