Relationship among students, perceptions of course assessments, study behavior and academic achievement in higher education in Ethopia

Abstract

xv newlineABSTRACT The objective of the present study was to examine the relationship among perceptions of course assessments, study behaviour and academic achievement of university students. To realize the purpose, quantitative survey research method was conducted. One thousand three hundred forty (714 male and 626 female) students were selected randomly. Of the total participants, 435, 458 and 447 students were from first, second and third year respectively. In relation to field of specialization 420, 467 and 453 students were from Engineering, Social Science, and Natural Science in that order. Tools such as assessment methods, Students Perceptions of Assessment Questionnaire and Study Behaviour Inventory were used to collect data. Mean Score, Independent t-test, Analysis of Variance (ANOVA), Pearson Product-Moment correlation coefficient, Post Hoc Multiple Mean Comparison Test, Multiple Regression and Hierarchical Multiple Regression were employed to analyze the data. Analyses of significances were tested at the 0.05 alpha level. The result of the study revealed that there was an implementation of alternative assessment method in Wollega University in addition to the existing traditional method of assessment. The finding further indicated that there was a significant difference in reports regarding the implementation of course assessment methods among Engineering, Social Science and Natural Science students being Engineering students significantly higher in their reports of the implementation of an alternative assessment method than Social Science and Natural Science students. Students had slightly positive perceptions of the overall course assessment practices and they were not significantly different in their perceptions of the assessment practices. Students had a positive rating of their overall study behaviour as newlinexvi newlineappropriate. There were significant differences in rating their overall study behaviour between male and female students being males had higher appropriate study behaviour than females.