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Classroom Level Factors that Enhance Students' Academic Achievement: The Case of Selected Ethiopian Public Secondary Schools.

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Title: Classroom Level Factors that Enhance Students' Academic Achievement: The Case of Selected Ethiopian Public Secondary Schools.
Authors: Chibsa, Negesse Gemechu1
Source: Educational Planning. Winter2026, Vol. 33 Issue 1, p182-198. 17p.
Subject Terms: *Academic achievement, *Time on task (Education), *Student engagement, *Classroom dynamics, *Curriculum evaluation, *Achievement gains (Education), Ethiopians
Abstract: The study assessed classroom factors that enhance students' academic achievement in selected Ethiopian public secondary schools. To this end, the average results of three consecutive years of matriculation results were used to purposefully choose 30 public secondary schools (top 10, middle 10, and lower 10 achievers). A total of 300 randomly selected teachers who answered questionnaires with five Likert scales were chosen. The collected data were analyzed quantitatively using Statistical Package for Social Sciences. Based on a descriptive analysis, it was found that 87.5%, 91.25%, and 89.25% of teacher respondents, respectively, reported that having high expectations for their students' achievement, curriculum quality, and monitoring learning progress were the main classroom factors used to raise students' academic achievement. In a similar vein, 81.75% and 85.75% of teacher respondents, respectively, responded that using time on task and learning on task properly improves students' achievement. Based on the results, the researcher advises Ethiopian policymakers and curriculum designers to regularly train secondary school teachers in order to change their mindset in having high expectations from their students' achievement, monitor learner progress, and use time and learning on task so as to increase students' academic achievement. [ABSTRACT FROM AUTHOR]
Copyright of Educational Planning is the property of International Society for Educational Planning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Classroom Level Factors that Enhance Students' Academic Achievement: The Case of Selected Ethiopian Public Secondary Schools.
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  Data: The study assessed classroom factors that enhance students' academic achievement in selected Ethiopian public secondary schools. To this end, the average results of three consecutive years of matriculation results were used to purposefully choose 30 public secondary schools (top 10, middle 10, and lower 10 achievers). A total of 300 randomly selected teachers who answered questionnaires with five Likert scales were chosen. The collected data were analyzed quantitatively using Statistical Package for Social Sciences. Based on a descriptive analysis, it was found that 87.5%, 91.25%, and 89.25% of teacher respondents, respectively, reported that having high expectations for their students' achievement, curriculum quality, and monitoring learning progress were the main classroom factors used to raise students' academic achievement. In a similar vein, 81.75% and 85.75% of teacher respondents, respectively, responded that using time on task and learning on task properly improves students' achievement. Based on the results, the researcher advises Ethiopian policymakers and curriculum designers to regularly train secondary school teachers in order to change their mindset in having high expectations from their students' achievement, monitor learner progress, and use time and learning on task so as to increase students' academic achievement. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Planning is the property of International Society for Educational Planning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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        PageCount: 17
        StartPage: 182
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      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Time on task (Education)
        Type: general
      – SubjectFull: Student engagement
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      – SubjectFull: Classroom dynamics
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      – SubjectFull: Curriculum evaluation
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      – SubjectFull: Achievement gains (Education)
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      – SubjectFull: Ethiopians
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              Text: Winter2026
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              Y: 2026
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