Impact of Varying Entry Behaviour on Students’ Academic and Psychological Outcomes in Higher Education: The Case of PPC and FPC Students at Debub University
Abstract
The aim of the study is to investigate the impact of varying curricular experiences on the psychological well-being and academic achievement of students of higher education in the Ethiopian context. The target population was first-year students who were admitted to the Debub University possessing different entry behaviours. The first group includes those admitted in 2003/4 academic year after two years of pre-university preparatory programs in secondary schools based on the results of the University Entrance Examinations (UEE) (or the PPC group) and the other batch was admitted in 2002/03 based on the ESLCE results (the FPC group). A representative sample was drawn from four randomly selected faculties and colleges affiliated to the Debub University. Data was interpreted using bivariate and multivariate statistical analyses. The results show that PPC and FPC students differed to statistically significant extent in academic self-concept and academic achievement in favour of the latter. However, no variation was found in perceiving the way how their instructors treat them in class. Generally, achievement at the university was significantly predicted (p<.05) by academic self-concept (ASC), perceived instructors treatment (PTT), entry behaviour, and gender. Moreover, majority of the students from PPC group expressed dissatisfaction over their merger with their FPC counterparts (2=48.2, df =1, p<.0001). Implications of the findings for planning instruction in HEIs are discussed.
Downloads
References
Brookover, W. B., and Lesszotte, L. W. (1979). Changes in School Characteristics Coincident with Changes in Student Achievement. MI: Michigan State University, East Lansing (ERIC Document Reproduction Service, No. ED 181 005).
Burns, R. (1982). Self-concept Development and Education, Holt, Rinehart and Winston.
Byrne, B. M., Worth, and Gavin, D.A. (1996). The Shavelson Model Revisited: Testing for Structure of Academic Self-Concept across Pre-, Early-, and Late Adolescents. Journal of Educational Psychology, 89(2), 215 - 228.
Carr, M., and Kurtz-Costes, B. E. (1994). Is Being Smart Everything? The Influence of Students‟ Achievement on Teachers‟ Perceptions. British Journal of Educational Psychology, 64, 263-276.
Cooper, H. M. (1979). Pygmalion Grows Up: A Model of Teacher Expectation Communication of Performance Influence. Review of Educational Research, 49, 389-410.
Cooper, H., Findley, M., and Good, T. (1982). Relation between Student Achievement and Various Indexes of Teacher Expectation. Journal of Educational Psychology, 74, 577-579. Hattie, J. (1992). Self-concept. Hillsdale: Lawerance Elbaum Associates.
Köller, O., and Baumert, J. (2001). Listungsgruppierung in der Sekundarstufe I. Ihre Konsequenzen für die Mathematikleistung und das mathematische Selbstkonzept der Begabung. Zeitschrift für Pädagogische Psychologie. 15(2), 99-110.
Köller, O., Daniel, Z., Schnabel, K., and Baumert, J. (2000). Kurswahlen von Madchen und Junges im Fach Mathematik: Zur Rolle von Fachspezifischem Selbstkonzept und Interesse. Zeitschrift für pädagogische Psychologie. 14(1), 26-37.
Köller, O., Schnabel, K., and Baumert, J. (2000). Der Einfluss der Leistungsstarke von Schulen auf fachspezifische Selbstkonzept der Begabung und das Interesse. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 14(1), 26-37.
Kotte, D. (1992). Gender Differences in Science Achievement in 10- Countries – 1970 / 1984. Lang , Frankfurt.
Lüdtke, O., and Köller, O. (2002). Individuelle Bezugsnormorientierung und soziale Vergleiche in Mathematikunterricht: Einfluss unterschiedlicher Referenzrahmen auf das Selbstkonzept der Begabung. Zeitschrift für Pädagogische Psychologie, 16(3/4), 151-164.
Lüdtke, O., Köller, O., Artelt, C., Stanat, P., and Baumert, J. (2002). Eine Überprüfung von Modellen zur Genese akademischer Selbstkonzepte: Ergebnisse aus der PISA – Studie. Zeitschrift für Pädagogische Psychologie, 16(3/4), 151-164.
Marsh, H. W. (1990). The Influence of Internal/ External Frame of Reference on the Formation of Math and English Self-concepts. Journal of Educational Psychology, 82, 107-116.
Marsh, H. W. (1991). The Failure of High-Ability High Schools to Deliver Academic Benefits: The Importance of Academic Self-concept and Educational Aspirations. American Educational Research Journal, 28, 445-480.
Marsh, H. W., Köller, O., and Baumert, J. (2001). Reunification of East and West German School Systems: Longitudinal Modelling Study of the Big Fish-Little- Pond Effect. American Journal of Educational Research, Vol. 38. No.2.
OECD. (2001). Knowledge and Skills for Life: First Results from PISA 2000. Tesfaye Semela. (1997a). Gender Differences in Perceptions of Teachers‟ Treatment among High School Students: Implications on Academic Achievement. Educational Journal, Vol. 4. A Semi-Annual Bilingual Journal, MoE, Addis Ababa.
Tesfaye Semela. (2004). Impediments of Ensuring Gender Equity in Ethiopian Higher Education Institutions: The Case Study of Female Students at Debub University. Unpublished Research Report, Debub University Weinstein, R. S. (1985). Student Mediation of Classroom Expectancy Effects. In J. B. Dusek (Ed), Teacher Expectations, pp. 329-350. Hillsdale, NJ: Erlbaum.
Weinstein, R. S., Marshall, H. H., Sharp, L., and Botkin, M. (1987). Pygmalion and the Student: Age and Classroom Differences in Children‟s Awareness of Teacher Expectations. Child Development, 58, 1079 - 1093.
Weinstein, R. S., and Middlestadt, S. E. (1979). Student Perceptions of Teacher Interactions with Male High and Low Achievers. Journal of Educational Psychology. 71, 421 – 431.
Wiersma, W. (1995). Research Methods in Education. Boston: Allyn and Bacon.
