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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
Language: English
Authors: Negesse Gemechu Chibsa
Source: Educational Planning. 2026 33(1):182-198.
Availability: International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Academic Achievement, Public Schools, Secondary School Students, Teacher Expectations of Students, Educational Quality, Progress Monitoring, Secondary School Curriculum, Curriculum Design, Classroom Environment, Classroom Techniques, Time on Task, Teacher Student Relationship, Teacher Student Ratio, Alignment (Education)
Geographic Terms: Ethiopia
ISSN: 1537-873X
2998-7067
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500613
Database: ERIC
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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: <searchLink fieldCode="AR" term="%22Negesse+Gemechu+Chibsa%22">Negesse Gemechu Chibsa</searchLink>
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  Data: International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Expectations+of+Students%22">Teacher Expectations of Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Curriculum%22">Secondary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Time+on+Task%22">Time on Task</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Ratio%22">Teacher Student Ratio</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
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  Data: 1537-873X<br />2998-7067
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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.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 182
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Teacher Expectations of Students
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Progress Monitoring
        Type: general
      – SubjectFull: Secondary School Curriculum
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Time on Task
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      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Teacher Student Ratio
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      – SubjectFull: Alignment (Education)
        Type: general
      – SubjectFull: Ethiopia
        Type: general
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      – TitleFull: Classroom Level Factors That Enhance Students' Academic Achievement: The Case of Selected Ethiopian Public Secondary Schools
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              Type: published
              Y: 2026
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