Students’ Learning Practices as a Function of Curriculum Type and Residence Experiences in Selected Preparatory Schools of Amhara Region

Abstract

This study tried to examine the contributions of preparatory school students‟ motivation, commitment and participation on their learning practices. It also checked whether or not there were significant differences in students‟ learning practices, motivation, commitment, and participation with respect to their curriculum type (NSC and SSC) and previous residence experiences (urban and rural). The study identified 312 (192 males and 120 females) randomly selected Ghion, Woreta and Durebete preparatory school students of Amhara Region as its participants. Questionnaire and interview were the data collection instruments of this study. One sample t-test, independent t-test, Pearson correlation coefficient and multiple regressions were employed as the major analysis techniques. Findings of the study were the following. Preparatory school students‟ learning practices were below the expected position. Even though students‟ participation seemed to be at average, their motivation and commitment in learning were below the expected level of performance. As the regression analysis indicated, 33 % of the successes and failures of students‟ learning practices was attributing for the interactive effect of motivation, commitment and participation. In comparison to urban-background preparatory school students, rural-background preparatory school students were better in their learning practices, motivation and commitment but they did not have significant differences in their participation towards learning. Similarly, NSC students were better in their learning practices, motivation and commitment than their counterparts in SSC. Level of participation, however, was better in SSC students than the NSC students