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Students’ attribution of performance in learning English language: a case of Adama Town high schools in Ethiopia

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Mekonnen, GT ORCID: 0000-0001-7672-3609 and Roba, TT 2017 , 'Students’ attribution of performance in learning English language: a case of Adama Town high schools in Ethiopia' , Journal of Educational Research and Review, vol. 5, no. 3 , pp. 26-40 .

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Abstract

The study examined students’ explanation of performance in learning English language at Adama town government high schools and to see into its pedagogical implications. The perceived reasons for success and failure of ability groups were investigated using cross-sectional study design. Based on the total number of grade nine students in the setting of the study, that is, from the total population of 237, the required sample size for the study with 5% margin of error and 95% confidence level was 147 grade nine students. The data were gathered through testing and questionnaire from randomly selected sample population, that is, 147 grade nine students. Descriptive statistics, principal component analysis, mean, and T-test were carried out to find out the difference between high and low achievers attribution of performance. High achievers and low achievers formed different attribution patterns of the success and failure of their performance in learning the targeted language. High achievers ascribed that their success effort and luck; whereas, low achievers attributed their performance to task simplicity, teacher’s predisposition, availability of instructional materials, luck, and teacher’s good behavior. From the finding of the study, teacher’s awareness of the attributions of students to the success and failure of their performances has received the pedagogical implications.

Item Type: Article
Authors/Creators:Mekonnen, GT and Roba, TT
Keywords: students' attribution, English language learning (ELL), students' performance, success, failure
Journal or Publication Title: Journal of Educational Research and Review
Publisher: Science Web Publishing
ISSN: 2384-7301
Copyright Information:

Copyright 2017 the authors

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