Psychosocial Factors, Approaches to Learning and Academic Achievement in Polytechnic Colleges of West Hararge, Ethiopia

Abstract

This study sought to determine the associations among psychosocial factors, approaches to learning and the academic achievement. The study employed the descriptive correlational research design.  The target population was 5340 students from five Polytechnic Colleges in West Hararge Zone. The study used Yamane’s (1967) formula to come up with the sample sizes of 372 students who filled the questionnaire. Pearson Correlation Coefficient, multiple regression analysis and stepwise multiple regression were employed to analyze the data. The study established that approaches to learning and psychosocial factors are important ingredients for intended academic achievement to be realized. It is recommended that education stakeholders in learning institutions under investigation should pay due attentions to psychosocial factors as an imperative ingredient for intended academic achievements to be realized.