TITLE:
Problems Challenging the Academic Performance of Physics Students in Higher Governmental Institutions in the Case of Arbaminch, Wolayita Sodo, Hawassa and Dilla Universities
AUTHORS:
Sintayehu Mekonnen
KEYWORDS:
Academic Performance; Institutional Facilities; Background of Students; Teaching Methodology
JOURNAL NAME:
Natural Science,
Vol.6 No.5,
March
17,
2014
ABSTRACT: This study was conducted to examine problems that
challenged academic performance of physics students in higher governmental institutions
in the case of Arbaminch, Wolayita Sodo, Hawassa and Dilla Universities. Questionnaires,
interviews and video recordings were used to collect relevant data for the study.
Data from questionnaires was compiled and analyzed using a computerized data analysis
package known as Statistical Package for Social Science SPSS 17.0. The Pearson chi-square
test was used to compute to test association between dependent variable and independent
variables and T-test was used to find out how academic performance varied with interest
to subject matter. On the other hand, ANOVA test was used to test variation of the
academic performance in study sites. Besides, percentages were used for comparison
of data analysis. The findings reveal the existence of a significant influence of teachers both in fostering positive or negative attitude to subject (physics) and for their poor academic performance
in lower class as well as in higher institutions. On the basis of the findings,
the least percentage of students (16%) indicated that their current department was the best choice for them during application for
admission. Whereas the highest percentage (84%) of sample class students was
enrolled in department of physics without their interest and the academic
performance (ESELS result), the highest percentage (70) of students who
were admitted to department of physics was below 50%. The p values 0.01 and 0.00, respectively for students
who are enrolled in department of physics with best choice and without
their interest, are less than alpha level of significance (0.05), which reveals that, there is statistical significance
academic performance deference between students in both cases. However, the difference
is more significant for those students who are enrolled without their interest. By analysis of Pearson chi-square test summary in
respective study sites, the p values 0.01, 0.007, 0.021 and 0.022 respectively are less than the alpha (α) level of significance of 0.05, which reveals that there is strong association between
those variables. In the other corner of the ANOVA test analysis indicates that p
value 0.01 is less than alpha level of significance 0.05. This reveals variation of academic performance of students between
four higher governmental institutions where the study is made.