College of Education and Behavioral Scienceshttp://ir.haramaya.edu.et//hru/handle/123456789/172024-03-28T21:21:45Z2024-03-28T21:21:45ZEMOTIONAL INTELLIGENCE AND PSYCHOLOGICAL WELL-BEING AS CORRELATED TO ACADEMIC ACHIEVEMENTA OF UNDERGRADUATE STUDENTS’ AT SOME SELECTED UNIVERSITY IN ETHIOPIADiriba Tolu WakesaGemechu Abera ( Asso. Prof)Endris Seid ( Ass. Prof)http://ir.haramaya.edu.et//hru/handle/123456789/76862024-03-27T06:03:31Z2024-02-01T00:00:00ZEMOTIONAL INTELLIGENCE AND PSYCHOLOGICAL WELL-BEING AS CORRELATED TO ACADEMIC ACHIEVEMENTA OF UNDERGRADUATE STUDENTS’ AT SOME SELECTED UNIVERSITY IN ETHIOPIA
Diriba Tolu Wakesa; Gemechu Abera ( Asso. Prof); Endris Seid ( Ass. Prof)
The main purpose of this study was to examine the Emotional Intelligence and Psychological
Well-being as correlated to Undergraduate University Students’ Academic Achievement at
Dire Dawa, Haramaya, and Jigjiga Universities. The researcher used a quantitative research
approach with a correlational research design. The study included 273 participants who were
selected through Stratified random sampling. Data were collected through questionnaires. The
quantitative data were analyzed by mean, standard deviation, pearson coefficient of
correlation and stepwise multiple linear regression. The first finding was that there was
statistically significant positive relationship between students grade point average and
emotional intelligence. The second finding was that there was statistically significant positive
relationship between students grade point average and psychological well-being. The third
finding was that from the stepwise multiple linear regression coefficients ( 10.23), it was
contributed 71% to emotional intelligence on students’ academic achievement as measured
by grade point average (R2)*100. The fourth finding was that from the stepwise multiple
linear regression coefficients (10.94), it was contributed 61% to psychological well-being on
students’ academic achievement as measured by grade point average (R2)*100. Finally, the
researcher conclude that the emotional intelligence and psychological well-being correlated
to students’ academic achievement and made recommendations to university,students,
psychologist, and professional.
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2024-02-01T00:00:00ZACADEMIC MOTIVATION, SELF-ESTEEM, AND PARENTING STYLES AS A CORRELATES OF ACADEMIC ACHIEVEMENT OF FRESHMAN STUDENTS IN SELECTED GOVERNMENT UNIVERSITIES IN EASTERNAynabeba Ayele MengsituGemechu AberaEndris Seidhttp://ir.haramaya.edu.et//hru/handle/123456789/76852024-03-27T05:56:02Z2024-01-01T00:00:00ZACADEMIC MOTIVATION, SELF-ESTEEM, AND PARENTING STYLES AS A CORRELATES OF ACADEMIC ACHIEVEMENT OF FRESHMAN STUDENTS IN SELECTED GOVERNMENT UNIVERSITIES IN EASTERN
Aynabeba Ayele Mengsitu; Gemechu Abera; Endris Seid
The main purpose of this study was to investigate academic motivation, self-esteem, and parenting styles as a correlate of academic achievement of freshman's students in selected government universities in eastern. A correlational design was employed. This study included 386 respondents, who were selected using stratified random sampling. Data were collected through questionnaires. The collected quantitative data were analyzed using mean, standard deviation, stepwise multiple linear regression, and Pearson correlation. The first finding was that there was a statistically significant positive relationship between a student's grade point average and authoritative parenting style. The second finding was that there was a statistically significant positive relationship between student’s grade point average and intrinsic and extrinsic motivation. The third finding was also that there was a statistically positive relationship between student’s grade point average and self-esteem. The stepwise multiple linear regression analysis about the contribution of parenting styles, motivation, and self-esteem on freshman students’ academic achievement as measured by the stepwise multiple linear regression analysis coefficient (2.94) contributed 40%, (8.54) contributed 16%, and (2.48) contributed 35%, respectively. The conclusion is that parenting styles, academic motivation, and self-esteem are very important parts of student’s study lives and play an important role in their success. The study recommends that instructors, psychologists, and freshman programs should provide life skill training to freshman university students, and the universities should launch an awareness-creation program for parents and work together.
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2024-01-01T00:00:00ZCLASSROOM MANAGEMENT PRACTICES: THE CASE OF DEGAHABUR CITY SECONDARY SCHOOLS IN THE SOMALI REGIONAL STATEDayib Shakul Abdi(PHD) Feyera Dinsa Hundessa(Asst. Prof.) Birhasnu Sintayehuhttp://ir.haramaya.edu.et//hru/handle/123456789/76822024-03-25T06:55:07Z2023-08-01T00:00:00ZCLASSROOM MANAGEMENT PRACTICES: THE CASE OF DEGAHABUR CITY SECONDARY SCHOOLS IN THE SOMALI REGIONAL STATE
Dayib Shakul Abdi; (PHD) Feyera Dinsa Hundessa; (Asst. Prof.) Birhasnu Sintayehu
The purpose of this study was classroom management practices and investigate the pressing issue
of classroom management and factors that contribute or affect the teaching learning at Degehabur
City administration. To conduct the study a descriptive survey design was deployed. From the
high schools of Degehabur city. We have three sample population at Degehabur council secondary
schools. These populations are-; 162 teachers, and 220 students were randomly selected.
Questionnaire were distributed to the selected teachers and students, interviews were carried out
with school principals, and classroom observations were conducted by help of two supervisors and
by the researcher. Data analysis was made by using statistical tools such as frequency counts,
percentage and mean and rank order correlation coefficient to identify where there were difference
and agreement among respondents on several items included in the questionnaire, and guiding
questions prepared for this purpose. The finding of the study revealed that teachers did not have
awareness that the pattern of students sitting arrangement determines the kind of teaching method
employed, teacher did not realize that motivations couldn’t be attainable unless it is intertwined
with the sex, ability and the background of students. Most teachers were seen less committed to
use many of various motivational device teaching and methods. They are also not committed to
prepare a well-organized lesson plan and clearly set objective of the lesson, ignoring was the most
commonly used technique of managing the students off-task behavior. teachers were seen
demanding the student’s attention, teachers students and the parents relationship were not strong,
more or less the physical layer (feature) of the classroom was conducive to enhance classroom
student’s learning etc. Based on the finding, it was concluded that there is a need for empowerment
of teachers of management of their classrooms. Teachers should identify and present their own
needs. They should explore new ideas and information. It is important for teachers to possess and
develop a set of skills to perform their task effectively. They should think about their classroom
management practices
110p.
2023-08-01T00:00:00ZLEADERS’ PRACTICES AND CHALLENGES IN IMPROVING INTERNAL EFFICIENCY OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING COLLEGES: THE CASE OF HARAR, HARAMAYA AND BABILE TVET COLLEGESDinka EtefaTadesse Hailu Afework (PhDYilfashewaSeyoum(PhDhttp://ir.haramaya.edu.et//hru/handle/123456789/75942024-03-11T06:54:57Z2023-01-01T00:00:00ZLEADERS’ PRACTICES AND CHALLENGES IN IMPROVING INTERNAL EFFICIENCY OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING COLLEGES: THE CASE OF HARAR, HARAMAYA AND BABILE TVET COLLEGES
Dinka Etefa; Tadesse Hailu Afework (PhD; YilfashewaSeyoum(PhD
The study under the title “Leaders’ Practices and Challenges in Improving Internal Efficiency of Technical and Vocational Education and Training Colleges: The Case of Harar, Haramaya and Babile TVET Colleges” was conducted to learn the’ practices and challenges of TVET leaders in improving internal efficiency of public TVET colleges. The research tried to give evidence-based answers to four basic research question; these are 1) What are the current practices of TVET leaders in imporving internal efficiency of their respective colleges? 2)what specific strategies do leaders employ to enhance internal efficiency in the TVET colleges 3) what are the major hindrances to improving internal efficiency in TVET colleges and 4) in what ways can leaders enhance internal efficiency in TVET colleges. The main purpose of the study was to assess the leaders’ practices and challenges in improving the internal efficiency of TVET colleges. Specifically, the study attempted to (i) assses the current practice of leaders with respect to improvement of internal efficiency (ii)assess specific strategies leaders employ to enhance internal efficiency in the TVET Colleges(iii) identify the major hindrances in improving internal efficiency in the TVET and (iv) identify ways leaders, enhance internal efficiency at Harar, Haramaya, and Babile TVET Colleges. Three TVET colleges were selected from Harari region and eastern Hararghie zone of Oromiya region. A descriptive survey research design was used to conduct the study with qualitative and quantitative approaches. Questionnaire and structured interview guide were used to collect primary data from sample population which was composed of TVET trainees, Trainers, leaders and technical staffs of target colleges.The study revealed that despite the fact that the trainers in each college have adequate skills, knowledge and work experience to deliver their duties as per the guidelines set forth in the TVET policy and strategies, most leaders lack optimal level of readiness, discipline and time management skills. The physical facilities of the colleges meet minimum requirement to conduct the training according to the TVET policy. It is proved that the colleges do not have adequate facilities and supply of consumable training inputs to accomplish effective training programs. Seemingly, it was also found out that the cooperation among TVET leaders, trainers, trainees, and support staffs within the college was loose. In light of the conclusions drawn, it is recommended that the major operational responsibilities should be given to TVET institutions to be autonomous to provide efficient leadership in planning and designing TVET programs, develop curricula, selection of trainees, recruitment of the staff and overall human resource management, using scarce resources properly and generation of external funds. As prescribed in TVET policy and strategy (MoE, 2018), increased responsibilities of leaders require effective, strong, competent and powerful leadership skill.
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2023-01-01T00:00:00Z