THE IMPLEMENTATION OF SCHOOL IMPROVEMENET PROGRAM AND ITS EFFECT ON STUDENTS’ ACADEMIC ACHIEVEMENT IN GOVERNMENT SECONDARY SCHOOLS OF KELLEM WOLLEGA ZONE, OROMIA REGIONAL STATE, ETHIOPIA

Abstract

The study was intended to assess the Implementation of School Improvement Program and its Effect on students’ academic achievement in Government Secondary Schools of Kellem Wollega Zone, Oromia Regional State. Its main objectives were to identify the status of the implementation of SIP, to assess the extent of stakeholder’s participation in implementation of SIP, to examine the effectiveness of the program on enhancing students’ academic achievement and to identify the major factors that hinder the implementation of SIP in the area. To this end a descriptive survey design was employed for the study. The study was conducted in 3 schools selected by using purposive sampling. One school was selected by using simple random sampling for pilot testing. Through the application of stratified sampling; 51 teachers were selected from 58 teachers, using purposive sampling from 52 members of student council, 12 of them were selected, out of 18 members of PTSA, 9 of them were selected and out of 21 members of woreda education office, 9 of them were selected. Available sampling technique was employed to include 3 principals, 3 supervisor, 33 members of SIP committee on the basis of their responsibilities to react on interview and questionnaire. Both quantitative and qualitative data were gathered. Valuable improvement was done on the questionnaire, through pilot testing. Accordingly, a questionnaire consisting of 37 items was distributed to selected respondents. Additionally, 9 Woreda Education experts were interviewed. Document analyses on students’ academic achievements were also used. To make the data manageable the respondents were grouped into 2 based on their functional similarities. The collected data was analyzed using the statistical tools like: frequencies, percentage, mean, standard deviation, ttest and multiple liner regression. Consequently, the findings have shown that leadership system of the government secondary schools in the study area was mostly administered by under qualified school personnel; there were high turnover of School leaders and Supervisors, lack of capacity in terms of planning and non-participatory planning of school improvement program; absence of continued student learning achievement assessment and evaluation, Students were not provided with enough additional support in leaning, different school facilities were functional but, they were poorly equipped, School policies; regulations and procedures were not effectively communicated and followed, shortage of adequate funds, limited stakeholders voluntarily support for school, limited skilful supervisory and financial support from District and Zonal Educational Office. Hence, it is suggested that Woreda Educational Office: should assign Principals and Supervisors by their standard, and limit the rate of turnover in the position, It is better that if SIP related trainings, follow up, supervision, and evaluation was provided continuously by the district educational office and supervisor, the community should be involved to make the SIP implementation participatory and better to check whether all domains have got equal attention or not, the School invest a large part of their effort on improving the school standard. In general, priority agenda should be given for capacity building through the provision of financial and professional support for the schools.