Classroom Level Factors That Enhance Students' Academic Achievement: The Case of Selected Ethiopian Public Secondary Schools
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| Title: | Classroom Level Factors That Enhance Students' Academic Achievement: The Case of Selected Ethiopian Public Secondary Schools |
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| Language: | English |
| Authors: | Negesse Gemechu Chibsa |
| Source: | Educational Planning. 2026 33(1):182-198. |
| Availability: | International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Academic Achievement, Public Schools, Secondary School Students, Teacher Expectations of Students, Educational Quality, Progress Monitoring, Secondary School Curriculum, Curriculum Design, Classroom Environment, Classroom Techniques, Time on Task, Teacher Student Relationship, Teacher Student Ratio, Alignment (Education) |
| Geographic Terms: | Ethiopia |
| ISSN: | 1537-873X 2998-7067 |
| Abstract: | The study assessed classroom factors that enhance students' academic achievement in selected Ethiopian public secondary schools. To this end, the average results of three consecutive years of matriculation results were used to purposefully choose 30 public secondary schools (top 10, middle 10, and lower 10 achievers). A total of 300 randomly selected teachers who answered questionnaires with five Likert scales were chosen. The collected data were analyzed quantitatively using Statistical Package for Social Sciences. Based on a descriptive analysis, it was found that 87.5%, 91.25%, and 89.25% of teacher respondents, respectively, reported that having high expectations for their students' achievement, curriculum quality, and monitoring learning progress were the main classroom factors used to raise students' academic achievement. In a similar vein, 81.75% and 85.75% of teacher respondents, respectively, responded that using time on task and learning on task properly improves students' achievement. Based on the results, the researcher advises Ethiopian policymakers and curriculum designers to regularly train secondary school teachers in order to change their mindset in having high expectations from their students' achievement, monitor learner progress, and use time and learning on task so as to increase students' academic achievement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500613 |
| Database: | ERIC |
| Abstract: | The study assessed classroom factors that enhance students' academic achievement in selected Ethiopian public secondary schools. To this end, the average results of three consecutive years of matriculation results were used to purposefully choose 30 public secondary schools (top 10, middle 10, and lower 10 achievers). A total of 300 randomly selected teachers who answered questionnaires with five Likert scales were chosen. The collected data were analyzed quantitatively using Statistical Package for Social Sciences. Based on a descriptive analysis, it was found that 87.5%, 91.25%, and 89.25% of teacher respondents, respectively, reported that having high expectations for their students' achievement, curriculum quality, and monitoring learning progress were the main classroom factors used to raise students' academic achievement. In a similar vein, 81.75% and 85.75% of teacher respondents, respectively, responded that using time on task and learning on task properly improves students' achievement. Based on the results, the researcher advises Ethiopian policymakers and curriculum designers to regularly train secondary school teachers in order to change their mindset in having high expectations from their students' achievement, monitor learner progress, and use time and learning on task so as to increase students' academic achievement. |
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| ISSN: | 1537-873X 2998-7067 |
