Affective and Cognitive Variables as Determinant of College Exit Examination Achievement in Bonga College of Teacher Education,Ethiopia

Desta Geneme, Mulugeta Atnafu, Esayas Weldetinsae, Anteneh Tefera

Abstract


The purpose of this study was to examine the affective and cognitive variables of pre-service teachers in Bonga College of Teacher Education. Using available sampling, all 144 student teachers of mathematics and environmental science generalist program were taken as a sample. The study used nonsurvey design and it utilized quantitative research method of data collection. From the independent t-test, correlation, and regression analysis, the study found that college cumulative grade point average was a dominant and significant predictor of generalist program student teachers’ exit examination achievement in the institution. The study further indicated the existence of statistically significant difference in the mean content achievement and college cumulative grade point average score.


Keywords


Attitude, motivational orientation, college cumulative grade point average, content knowledge,pedagogical knowledge

Full Text:

JEHRD003

References


Aggarwal, S.M. (1997). A course in teaching of modern mathematics. New Delhi: DhanpatRaiPublishingCompany,Ltd.

Aireck, R.L., et al. (1985). The survey research hand book. Richard D. Irwin, Inc.

Brahier, J. (2005). Teaching Secondary and Middle School Mathematics (2nd edition). United States of America, Pearson Education,Inc.,publishers.

Clayton, J.S. (2012). Do high stakes placement exams predict college success? Community College Research Center, Columbia University, Teachers College, CCRC Working Paper No. 41. Retrieved from https://ccrc.tc.columbia.edu/media/k2/atta chments/high-stakes-predict-success.pdf

Coble,C., Crowe, E., & Allen, M. (2016). CAEP Standard research, study and analysis. A report to the Council for the accreditation of educator preparation. Teacher preparation analysis. Retrieved from http://caepnet.org//media/Files/caep/stand ards/attachment-b-tpa-standard-3-2-report .pdf?la=en

Dandapani, S. (2001). A Text Book of Advanced Educational Psychology. New Delhi: AnmolPublicationsPvt. Ltd.

DonMoore, D., Schurr, K. T., & Henriksen, L.W. (1991). Correlations of national teacher examination core battery scores and college grade point average with teaching effectiveness of first-year teachers. Child Development Research, Volume: 51 issue: 4, 1023-1028.Retrieved from https://doi.org/10.1177/001316449105100 422

Eccles, J. (1983). Expectancies, values and academicbehaviors. InJ.T.Spence(Ed.), Achievement and achievement motives (pp. 75-146). San Francisco: Freeman. Education and Training Policy of Ethiopia. 1994. The Education and Training Policy and Its Implementation. Addis Ababa: EMPDAPublisher.

Evans,B.R.(2008). Acasestudyofteachers’ mathematics content knowledge and attitudes toward mathematics and teaching. North eastern Educational Research Association, NERA Annual ConferenceProceedings,PaceUniversity, NewYork.

Fennema, E. and Sherman J. (1976). Fennema-Sherman mathematics attitude scales: Instruments designed to measure attitudes towards the learning of mathematics by females and males. Psychological Documents (Ms. No. 1225). Washington , DC: American PsychologicalAssociation.

Fishbein, M. and Ajzeb, I. (1975). Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research. Reading, MA: Addison-Wesley. Retrieved from http//www. people.umass.edu/aizen/f&a1975.html.

Kleickmann,T. et al. (2012). Teachers’ content knowledge and pedagogical content knowledge. The Role of Structural Differences in Teacher Education. Volume: 64 issue: 1, 90-106. Retrieved from https://doi.org/10.1177/0022487112460398

Mcber, H. (2000). Research into teacher effectiveness. Report for the Department ofEducationandEmployment,UK.

Melaku, T. (2014). The validity of university entrance examination and high school grade point average for predicting first year university students’ academic performance. University of Twente, Faculty of Behavioural science. Retrieved from http://essay.utwente.nl/66652/1/

Tesema Metin, M., Acisli, S. and Kolomuc, A. (2012). Attitude of elementary prospective teachers towards science teaching. ScienceDirect, Procedia - Social and Behavioral Sciences, 46, 2004-2008. doi: 10.1016

MoE. 2012. Harmonized Modular Curriculum for B.Sc Degree Programin Mathematics. Addis Ababa,Ethiopia(Unpublished).

Mpokosa, C. and Ndaruhutse, S. (2008). Managing teachers: The Centrality of Teacher Management to Quality Education. Lessons from Developing Countries, Londonand Reading: CfBT andVSO.

Mulugeta, A. (2014). Secondary school mathematics teachers’ attitude in teaching Mathematics. Mathematics Education, 2014,9(1),59-74

Mulugeta, A. (2012). Motivation, social support, alienation from the school and their impact on students’ achievement in Mathematics: The case of tenth grade students. Ethiop. J. Educ. & Sc. Vol. 8 No. ,53-74.

Panigrani, M. R. (2013). Teacher education in Ethiopia: A paradigm shift.Pedagogy of Learning, 1 (2), 23-28, Krishma Educational Centre, Himachal Pradesh. India

Peklaj, C. & Levpuˇ sˇcek, M. P. (2007). Students’ motivation and academic success in relation to the quality of individual and collaborative work during a course in Educational Psychology. Association of Teacher Education in Europe, 31st Annual ATTEE Conference. University of Ljubljana,Slovenia

Perry, C. (2007). Motivation and attitude of pre-service elementary teachers toward mathematics. Electronic Theses and Dissertations. Available at https://doi.org/10.18297/etd/1118

Skaalvik, E. M., Skaalvik, S. (2006). Self-concept and self efficacy in mathematics: Relation with Mathematicsmotivationandachievement. Proceedings of the International Conference on Learning Sciences, Bloomington, Indiana. Retrieved fromhttp://www.findarticles.com.

Smith, P. (2009). Exploring the relationship between teacher content knowledge and student learning. Proceedings of the NARST2009AnnualMeeting

Stalling, J. A. (1994). Science: attitude towards. International Encyclopaedia of Education. (2ndedition),9,5318-5324.

Turner, L. F. (2005). Faculty and program predictors of pass rates of graduates of nursing programs in West Virginia on the National Council Licensure Examination for Registered Nurses 1991 to 2000. Theses, Dissertations and Capstones. Paper134.

Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Valli´eres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, andamotivationineducation. Educational and Psychological Measurement, 52, 1003-1017.

Whitehead, C. D. (2016). Predicting National Council Licensures Examination for Registered Nurses Performance, PhD Dissertation, North Central University, ProQuestLLC,PrescottValley,Arizona.

Yee, D. F. & Normore, A. H. (2012). The impact of quality teachers on student achievement. Florida International University,USA.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.