791
Views
0
CrossRef citations to date
0
Altmetric
Educational Psychology & Counselling

Determinants of academic achievement among grade ten students at Menkorer secondary school, Ethiopia: the role of individual, familial and school characteristics

Article: 2299523 | Received 08 Nov 2023, Accepted 22 Dec 2023, Published online: 31 Jan 2024

References

  • Adebulc, S. O., & Adeusi, A. O. (2017). School size and facilities utilization as correlates of secondary school students’ academic performance in Ekiti State, Nigeria. ISSN 2501 – 5915. https://oapub.org/edulindex.php/ejae/article/view/639.
  • Adeninyi, V. (2011). Studying to pass: Implication for students. Macmillan.
  • Alves-Martins, M., Peixoto, F., Gouveia-Pereira, M., Amaral, V., & Pedro, I. (2002). Self-esteem and academic achievement among adolescents. Educational Psychology, 22(1), 51–62. https://doi.org/10.1080/01443410120101242
  • Amhara Regional Education Office. (2016). Grades 6 and 11 first semester student learning achievement assessment report.
  • Ataç, E. (2019). Modeling educational inequalities: Class, academic achievement, and regional differences in Turkey. Education and Urban Society, 51(5), 659–692. https://doi.org/10.1177/0013124517747036
  • Bakari, J., Likoko, S., & Ndinyo, F. (2022). Effects of Physical Facilities on Performance in Kenya Certificate of Secondary Examination in Public Schools in Bungoma South, Kenya. International Journal of Science and Research, 3(8), 345–348.
  • Barrett, A. M. (2005). Teacher accountability in context: Tanzanian primary school teachers’ perceptions of local community and education administration. Compare: A Journal of Comparative and International Education, 35(1), 43–61. https://doi.org/10.1080/03057920500033530
  • Barrett, P., Zhang, Y., Davies, F., & Barrett, L. (2015). Clever classrooms: Summary report of the HEAD project (holistic evidence and design). University of Salford Maxwell.
  • Barrow, M., Reilly, B., & Woodfield, R. (2009). The determinants of undergraduate degree performance: how important is gender? British Educational Research Journal, 35(4), 575–597. https://doi.org/10.1080/01411920802642322
  • Bartolome, C. L. (2021). The effects of family structure on children’s academic performance: A literature review. Global Scientific Journals, 9(11), 2153–2161. www.globalscientificjournal.com.
  • Basera, C. H. (2019). Learners’ perceptions of assessment strategies in higher education. Journal of Education and e-Learning Research, 6(2), 76–81. https://doi.org/10.20448/journal.509.2019.62.76.81
  • Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1–44. https://doi.org/10.1111/1529-1006.01431
  • Boulter, L. T. (2002). Self-concept as a predictor of college freshman academic adjustment. College Student Journal, 36, 234–247.
  • Brennan, J. (2018). The social dimension of higher education: reproductive and transformative. In B. Cantwell, H. Coates, & R. King (Eds.), Handbook on the politics of education (pp. 79–900). Edward Elgar Publishing.
  • Bush, T. (2003). Theories of educational leadership and management (3rd ed.). SAGE Publications.
  • Burcu, S., & Sungur, S. (2009). Parental influences on students’ self-concept, task value beliefs, and achievement in science. The Spanish Journal of Psychology, 12(1), 106–117. https://doi.org/10.1017/s1138741600001529
  • Burger, R. (2011). School effectiveness in Zambia: The origins of differences between rural and urban outcomes. Development Southern Africa, 28(2), 157–176. https://doi.org/10.1080/0376835X.2011.570064
  • Cameron, E., & Green, M. (2009). Making sense of change management: A complete guide to the models, tools & techniques of organizational change (2nd ed.). London: Kogan Page.
  • Caro, D. H. (2018). Socio-economic gaps in subject interest: The mediating role of parental cognitive involvement. Large-Scale Assessments in Education, 6(1), 1–38. https://doi.org/10.1186/s40536-018-0067-9
  • Carrillo-López, P. J., Constante-Amores, A., Arroyo-Resino, D., & Sánchez-Munilla, M. (2022). Self-concept and academic achievement in primary school: A predictive study. International Journal of Education in Mathematics, Science and Technology, 10(4), 1057–1073. https://doi.org/10.46328/ijemst.2303
  • Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33–46. https://doi.org/10.1016/j.edurev.2015.01.002
  • Cheng, Y. C. (2005). New paradigm for re-engineering education: Globalization, localization and individualization. Springer.
  • Cooper, A. (2017). School resources and student outcomes: Evidence from the State of Illinois. Stevenson Center for Community and Economic Development, Illinois State University. https://ir.library.illinoisstate.edu/scced/26.
  • Cozby, P. C., & Bates, S. C. (2012). Methods in behavioral research. McGraw-Hill.
  • Crowth, P., & Briant, S. (2022). Gender Based differences in academic achievement in a university Design Program. International Journal of Art & Design Education, 41(4), 631–643. https://doi.org/10.1111/jade.12429
  • Duflo, E., Dupas, P., & Kremer, M. (2011). Peer effects, teacher incentives, and the impact of tracking: Evidence from a randomized evaluation in Kenya. American Economic Review, 101(5), 1739–1774. https://doi.org/10.1257/aer.101.5.1739
  • Duflo, E., Hanna, R., & Ryan, S. P. (2012). Incentives work: Getting teachers to come to school. American Economic Review, 102(4), 1241–1278. https://doi.org/10.1257/aer.102.4.1241
  • Dutta, J., Chetia, P., & Soni, C. (2016). Academic achievement, emotional maturity and intelligence of secondary school students in Assam. International Journal of Science and Research, 5(7), 1159–1171.
  • Eamon, M. K. (2005). Social demographic, school, neighborhood and parenting influences on academic achievement of Latino young adolescents. Journal of Youth and Adolescence, 34(2), 163–174. https://doi.org/10.1007/s10964-005-3214-x
  • Echazarra, A., & Radinger, T. (2019). Learning in rural schools: Insights from PISA, TALIS and the literature (OECD Education Working Papers No 196). OECD Publishing.
  • El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child Development, 81(3), 988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x
  • Ellah, K. E., & Ita, P. M. (2017). Correlational relationship between school location and students’ academic performance in English language in Nigerian secondary schools. International Journal of Scientific and Research Publications, 7(9), 381–384.
  • Enam, S., Islam, S., & Kayesh, K. I. (1970). Formation of self-concept of early adolescent boys and girls as a function of academic achievement and parental profession. Journal of Life and Earth Science, 6(1), 97–103. https://doi.org/10.3329/jles.v6i0.9728
  • Epstein, J. (2011). School, family, and community partnerships: Preparing educators and improving schools (Revised Ed.). Westview Press.
  • Esia-Donkoh, K., Bentil, J., & Quashigah, Y. Q. (2017). Study habits of pupils of public basic schools: Perceptions of the present and the future. European Journal of Research and Reflection in Educational Sciences, 5(4), 53–68.
  • Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467–480. https://doi.org/10.1080/02796015.2004.12086262
  • Friday, E., Friday-Stroud, S. S., Green, A. L., & Hill, A. Y. (2006). A multi-semester comparison of student performance between multiple traditional and online sections of two management courses. Journal of Behavioral and Applied Management, 8(1), 66–81. https://doi.org/10.21818/001c.16698
  • Galindo, C., & Sheldon, S. B. (2012). School and home connections and children’s kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27(1), 90–103. https://doi.org/10.1016/j.ecresq.2011.05.004
  • Hampden-Thompson, G. (2013). Family policy, family structure, and children’s educational achievement. Social Science Research, 42(3), 804–817. https://doi.org/10.1016/j.ssresearch.2013.01.005
  • Hamre, B., & Pianta, R. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. 10.1111/1467-8624.00301
  • Hanna, R., & Ryan, S. (2012). The determinants of children’s attainments: A review of methods and findings. Journal of Economic Literature, 33, 1829–1878.
  • Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2009). New evidence about Brown v. Board of Education: The complex effects of school racial composition on achievement. Journal of Labor Economics, 27(3), 349–383. https://doi.org/10.1086/600386
  • Hanushek, E. A., & Woessman, L. (Sep, 2020). The Economic Impacts of Learning Losses https://hanushek.stanford.edu/sites/default/files/publications/
  • Hughes, J., Gleason, K., & Zhang, D. (2005). Relationship influences on teachers’ perceptions of academic competence in academically at-risk minority and majority first grade students. Journal of School Psychology, 43(4), 303–320. https://doi.org/10.1016/j.jsp.2005.07.001
  • Iliya, A., & Ifeoma, L. G. (2015). Assessment of teacher motivation approaches in the less developed countries. Journal of Education and Practice, 6(22), 10–17.
  • Jang, J., Parrila, R., & Inoue, T. (2021). How are home literacy environment and youth’s academic performance associated? What South and North Korean parental involvement reveals. KEDI Journal of Educational Policy, 18(2), 45–64. https://doi.org/10.22804/kjep.2021.18.2.003
  • Jeynes, W. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818
  • Joseph, A., John, O., Eric, I., Yusuf, S., & Olubunmi, A. (2015). Effect of gender on students’ academic performance in computer studies in secondary schools in New Bussa, Borgu local government of Niger State. Journal of Education and Practice, 6(33), 1–7. www.iiste.org.
  • Kisigot, C. K., Ogula, P. A., & Munyua, J. (2021). Effects of gender on students’ academic achievement in public secondary schools in Marakwet East subcity, Kenya. International Journal of Humanities Social Sciences and Education, 8(3), 1–10.
  • Lawrence, A. S. A, Assistant Professor, School of Education, Tamil Nadu Open University, Chennai – 600015, Tamil Nadu, India. (2014). Relationship between study habits and academic achievement of higher secondary school students. Indian Journal of Applied Research, 4(6), 143–145. https://doi.org/10.15373/2249555X/June2014/43
  • Lee, J. S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193–218. https://doi.org/10.3102/00028312043002193
  • Li, Z., & Qiu, Z. (2018). How does family background affect children’s educational achievement? Evidence from contemporary China. The Journal of Chinese Sociology, 5(1), 13. https://doi.org/10.1186/s40711-018-0083-8
  • Marcela, V., & Mala, D. (2016). Attitude toward school and learning and academic achievement of adolescents. In: 7th International Conference on Education and Educational Psychology, The European Proceedings of Social and Behavioral Sciences (p. 871). https://doi.org/10.15405/epsbs.2016.11.90ICEEPSY
  • Mayiyo, J., & Siahi, E. J. (2015). Study of the relationship between study habits and academic achievement of students: A case of Spicer Higher Secondary School, India. International Journal of Educational Administration and Policy Studies, 7(7), 134–141.
  • McNeal, R. B. (2015). Parent involvement and student performance: The influence of school context. Educational Research for Policy and Practice, 14(2), 153–167. https://doi.org/10.1007/s10671-014-9167-7
  • Meeuwisse, M., Born, M., & Severiens, S. E. (2011). The family-study interface and academic outcomes: Testing a structural model. Journal of Educational Psychology, 103(4), 982–990. https://doi.org/10.1037/a0024420
  • Mutodi, P., & Ngirande, H. (2014, May). The impact of parental involvement on student performance: a case study of a South African secondary school. Mediterranean Journal of Social Sciences, 5(8), 279–289. https://doi.org/10.5901/mjss.2014.v5n8p279
  • Muller-Christ, G. (2011). Sustainable management: Coping with the dilemmas of resource-oriented management. Springer.
  • Naing, L., Winn, T., & Rusli, B. N. (2006). Practical issues in calculating sample size for prevalence studies. Archives of Orofacial Sciences, 1, 9–14. http://www.kck.usm.my/ppsg/stats resources.htm.
  • Ndlovu, N. (2018). School resources and student achievement: A study of primary schools in Zimbabwe. In Educational Research and Reviews, 13(7), 236–248.
  • Nishimura, M., & Yamano, T. (2013). Emerging private education in Africa: Determinants of school choice in rural Kenya. World Development, 43, 266–275. https://doi.org/10.1016/j.worlddev.2012.10.001
  • Nkosha, D. C., & Mwanza, P. (2009). Quality of basic education provided by rural community and regular schools in the northern province of Zambia. Journal of International Cooperation in Education, 12, 19–32.
  • Obico, K. (2015, July). The impact of parental involvement on student achievement. Professional Education Faculty, Northwest Missouri State University, Missouri.Maryville, MO 64468.
  • Odiri, O. A. (2015). Relationship of student habits with mathematics achievement. Journal of Education Practice, 6(10), 168–172.
  • Omodan, B. I., & Tsotetsi, C. T. (2018). Student-teacher relationships as a panacea for students’ academic performance in Nigeria secondary schools: an attachment perspective. Journal of Social Studies Education Research, 9(4), 82–101.
  • Otani, M. (2017, October). Relationships between parental involvement and academic achievement among elementary and middle school students (OSIPP Discussion Paper: DP-2017-E-003). Osaka School of International Public Policy (OSIPP).
  • Peters, S. (2004). Inclusive education: an EFA strategy for all children. Washington, D.C: The World Bank.
  • Punithavathi, P. (2011). Creativity, self-concept and academic achievement among students at the secondary level[M.Ed. Thesis]. Tamilnadu Teachers Education University.
  • Reynolds, M. J., & Hancock, D. R. (2010). Problem-based learning in a higher education environmental biotechnology course. Innovations in Education and Teaching International, 47(2), 175–186. https://doi.org/10.1080/14703291003718919
  • Sallis, E. (2002). Total quality management in education (3rd ed.). Kogan Page Ltd.
  • Savasci, H. S., & Tomul, E. (2013). Relationship between educational resources of school and academic achievement. International Education Studies, 6(4), 114–123. https://doi.org/10.5539/ies.v6n4p114
  • Schermerhorn, Jr.  , Hunt, R. J., & Osborn, R. (2002). Organizational behavior (8th Ed.). Wiley.
  • Somerset, A. (2009). Universalizing primary education in Kenya: The elusive goal. Comparative Education, 45(2), 233–250. https://doi.org/10.1080/03050060902920807
  • Shakir, R., & Kiazzai, A. N. (2023). Teacher-students’ relationship and its impact on students’ academic achievement at secondary school level in district Lasbela. PJER, 6(2), 129–141.
  • Shumow, L., Lyutykh, E., & Schmidt, J. A. (2011). Predictors and outcomes of parental involvement with high school students in science. School Community Journal, 21(2), 81–89.
  • Sun, Y., & Li, Y. (2011). Effects of family structure type and stability on children’s academic performance trajectories. Journal of Marriage and Family, 73(3), 541–556. https://doi.org/10.1111/j.1741-3737.2011.00825.x
  • Sunday, O., & Olatunde, Y. (2011). School location and academic achievement of secondary school in Ekiti State, Nigeria. Asian Social Science, 7(5), 170–175.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson Education, Inc.
  • Tobishima, S. (March, 2018). Family structure and Children's Academic Achievement in Japan: A Quantile Regression Approach: International Yearbook, 12, 107–119.
  • Tohid, M. J., Kamran, J., & Rajes, W. K. (2014). Self-esteem and academic achievement of high school students. Cognitive Discourse, International Multidisciplinary Journal, 2(2), 38–41.
  • Taylor, L. C., Clayton, J. D., & Rowley, S. J. (2004). Academic socialization: Understanding parental influences on children’s school-related development in the early years. Review of General Psychology, 8(3), 163–178. https://doi.org/10.1037/1089-2680.8.3.163
  • Uju, F. E., & Paul, A. O. (2017, May). Study habit and its impact on secondary school students’ academic performance in biology in the federal capital territory, Abuja. Educational Research and Reviews, 12(10), 583–588.
  • UNICEF. (2000b). Defining quality in education: A paper presented by UNICEF at the meeting of the international working group on education, Florence, Italy (Working Paper Series). Education Section Programme Division, USA. http://www.unicef.org.
  • Valez, E., Schiefelbein, E., & Valenzuela, J. (1993). Factors affecting primary education. Human Resources Development and Operations Policy, The World Bank
  • Verónica, T. G., Beatriz, G. F., & José Reyes, R. (2018). Home-based family involvement and academic achievement: A case study in primary education. Educational Studies, 44(3), 361–375.
  • Wang, M. T., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625. https://doi.org/10.1111/cdev.12153
  • Wongsak, W. (2013). Factors affecting to the achievement of students in school with diverse ethnic students: Baan Tonchok school case. http://sornorpoom.wordpress.com/.
  • Zhang, Y. (2006). Urban-rural literacy gaps in sub-Saharan Africa: The roles of socioeconomic status and school quality. Comparative Education Review, 50(4), 581–602. https://doi.org/10.1086/507056