Ethiopian students' achievement challenges in science education: implications to policy formulation

Abstract

The purpose of this study was to investigate challenges on students’ academic achievement in science education across selected preparatory schools of Ethiopia. The participants were students, teachers and principals from three regions and nine schools. The participants of the study were 801 students and 118 science teachers from preparatory schools. A mixed case study research and multiple case research method were employed. Purposive and stratified sampling methods were used. The study examined the data generated through questionnaires, academic achievement tests, interviews and document analysis. Regression, Pathanalysis, ANOVA, T-test, correlation, standard deviation and other statistical tools were used for data analysis. The results showed that strong relationship existed between science achievement and school resource, family income, family occupation, family education, and teachers’ factors. Moreover, this study showed that the teaching-learning process of science education in Ethiopian schools failed to meet the requirements of policy expectation. It is recommended that due consideration should be paid to improving school conditions, teachers’ capacity, and studentrelated factors for effective implementation of science curriculum.