INFLUENCE OF PSYCHOSOCIAL FACTORS AND APPROACHES TO LEARNING ON ACADEMIC ACHIEVEMENT OF TRAINEES IN POLYTECHNIC COLLEGES OF WEST HARARGE ZONE, OROMIA REGIONAL STATE

Abstract

The main purposes of this study were examining the associations among psychosocial factors, approaches to learning and academic achievement, determining the combined influences of psychosocial factors and approaches to learning on academic achievement, exploring the extent to which approaches to learning mediates the relationship between psychosocial factors and academic achievement and to find out how trainees, trainers and deans evaluate the linkage between academic motivation and academic achievement. Seven research questions were formulated to lead this study: 1) What are the relationships among psychosocial factors, approaches to learning and academic achievement? 2) To what extent do psychosocial factors and approaches to learning predict academic achievement? 3) Is there any significant gender difference between male and female trainees in psychosocial factors, approaches to learning and academic achievement? 4) Do approaches to learning significantly mediate the relationship between psychosocial factors and academic achievement? 5) How do you understand the importance of academic motivation in relation to academic achievement? 6) Do you think that academic motivation is linked to academic achievement? and 7) What are the factors that affect academic motivation? Mixed research approach particularly explanatory sequential design with follow-up explanation model was used to conduct the study. Stratified random sampling, purposive sampling and census were used to select study settings and participants. Quantitative data were collected from 372 trainees of polytechnic colleges through a questionnaire. Qualitative data were also collected from 45 study participants (25 trainees, 15 trainers, and 5 deans) through interview. Before the main analysis, reliability and face validity of scales and sub-scales were successfully checked. With 85% of response rate, the main analysis was done based on 315 trainees’ (155 male and 160 female) questionnaire responses. Both descriptive statistics and inferential statistics (Pearson correlation coefficient, independent sample t-test, multiple regression analysis, stepwise multiple regression and mediation analysis using regression coefficients and Sobel test) were employed to analyze the data that were collected through questionnaire and document reviews. Description and theme development were used to present the data collected through interview. Thus, Pearson correlation coefficient revealed statistically significant positive relationships among psychosocial factors; approaches to learning and academic achievement. Multiple regression analysis results showed that psychosocial factors and approaches to learning are significant predictors of academic achievement. On the other hand, the independent sample t - test depicted that there is no statistically significant gender difference between male and female trainees on psychosocial factors, approaches to learning and academic achievement while statistically significant gender difference on perceived social support and surface approach were obtained. The stepwise multiple regression analysis results indicated that about 72.5% of variance in trainees’ academic achievement is accounted for by the combined psychosocial factors and approaches to learning. Mediational analysis result uncovered that approaches to learning significantly mediate the relationship between psychosocial factors and academic achievement. The direct effect among psychoscial factors, approaches to learning and academic achievement, and the indirect effect/mediation effect between psychosocial factors and academic achievement were statistically significant. The result of interview also revealed that polytechnic college trainees are less academically motivated due to different factors. On the basis of these findings conclusions and recommendations were made. Finally, practical implications of the study and future research directions were forwarded.