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Title An Investigation on The Relationship Between Achievement Goal Orientation, Approaches To Learning and Academic Achievement of College Students: The Case of Bonga College of Teacher Education
Full text http://etd.aau.edu.et/handle/123456789/9502
Date 2012
Author(s) Geta, Mohammed
Contributor(s) Lemma, Girma (Ato)
Abstract The general objective of the current study was to assess the relationship between achievement goal orientation, approaches to learning and academic achievement of college students. For the study, 243 sample college students from Bonga College Teacher Education (BCTE) were selected through stratified random sampling method. Students' goal orientation and approaches to learning data were collected through two questionnaires. Academic achievement of the study participants was collected from BCTE registrar office. Correlation, regression and independent t-test were employed in the analysis of the data. The result of the study revealed that i) there was a statistically significant relationship between goal orientation and academic achievement. Academic achievement was related positively with mastery and performance approach goals; and related negatively with performance avoidance goal; ii) among approaches to learning components, strategic approach positively and surface approach negatively related with academic achievement of college students, while deep approach was not; iii) there was statistically significant relationship between goal orientation and approaches to learning components. Mastery and performance approach goals related positively with both deep and strategic approaches to learning. Mastery goal negatively correlated with surface approaches to learning, whereas performance avoidance goal was positively related with surface approach and negatively related with both deep and strategic approaches to learning; v) with regard to sex differences in goal orientation and approaches to learning, the t-test revealed a significant difference between the two sex groups in goal orientation as well as approaches to learning variables except surface approach to learning; and vi) goal orientation components have statistically significant joint contribution to the prediction of college students' academic achievement. Similarly, approaches to learning have significant joint contributions to the prediction of college academic achievement. However, further analysis of each variable demonstrated that only performance approach goal, performance avoidance goal and surface approach to learning have significant contribution to the prediction of academic achievement. It is concluded that goal orientation variables are part of the non cognitive variables related with college students learning approaches and academic achievement. Therefore, college instructors and counselors need to think about conditions to avoid students' tendency to adopt performance avoidance goal as well as use surface approach in their college education.
Subject(s) Education
Language en
Publisher Addis Ababa Univerisity
Type of publication Thesis
Format application/pdf
Repository Addis Ababa - University of Addis Ababa
Added to C-A: 2021-02-11;06:59:50