Classroom-level strategies that enhance students’ academic achievement: The case of selected Ethiopian public secondary schools
DOI:
https://doi.org/10.20372/star.V14.i2.09Keywords:
Academic Achievement, Learners, Public Schools, Strategies, EnhancementAbstract
The main objective of this study was to assess classroom strategies used to enhance students’ academic achievement in selected Ethiopian public secondary schools. To this end, 30 public secondary schools (top 10, middle 10, and lower 10 achievers) were purposefully selected based on the average results of three consecutive years of matriculation results. The data were collected through a questionnaire consisting of five Lickert scales from a randomly selected 300 teachers. The collected data were analyzed quantitatively using the Statistical Package for Social Sciences (SPSS) version 29. Descriptive analysis showed that strategies such as the usage of appropriate teaching materials, effective student grouping procedures, and positive teacher behavior in the classroom were considered the major strategies used to enhance the academic achievement of students. Similarly, teacher respondents indicated that teachers’ proper usage of time and giving learning opportunities for students enhances students’ achievement. Therefore, the researcher recommends that Ethiopian policymakers and curriculum designers should provide repeated training for secondary school teachers so that teachers not only use appropriate teaching materials and proper student grouping procedures and use their time properly, but also exhibit positive behavior in the classroom and give an opportunity for students in the teaching-learning process.
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