Article abstract

Journal of Educational Research and Review

Research Article | Published May 2017 | Volume 5, Issue 3, pp. 26-40

Students’ attribution of performance in learning English language: A case of Adama Town high schools in Ethiopia

 

 

 

Geberew Tulu Mekonnen1*

Tigist Tolosa Roba2

Email Author

 

   1.    College of Education and Behavioral Studies, Addis Ababa University, Addis Ababa, Ethiopia.

    2.    College of Veterinary Medicine and Agriculture, Addis Ababa University, Addis Ababa, Ethiopia.

 

 

 

……..…....….....…………............……………..........…..……….........................……………………………….....………………...
Citation: Mekonnen GT, Roba TT (2017). Students’ attribution of performance in learning English language: A case of Adama Town high schools in Ethiopia. J. Edu. Res. Rev. 5(3): 26-40.
……..…....….....…………............……………..........…..……….........................……………………………….....………………...

 

 

 

 Abstract 

 

The study examined students’ explanation of performance in learning English language at Adama town government high schools and to see into its pedagogical implications. The perceived reasons for success and failure of ability groups were investigated using cross-sectional study design. Based on the total number of grade nine students in the setting of the study, that is, from the total population of 237, the required sample size for the study with 5% margin of error and 95% confidence level was 147 grade nine students. The data were gathered through testing and questionnaire from randomly selected sample population, that is, 147 grade nine students. Descriptive statistics, principal component analysis, mean, and T-test were carried out to find out the difference between high and low achievers attribution of performance. High achievers and low achievers formed different attribution patterns of the success and failure of their performance in learning the targeted language. High achievers ascribed that their success effort and luck; whereas, low achievers attributed their performance to task simplicity, teacher’s predisposition, availability of instructional materials, luck, and teacher’s good behavior. From the finding of the study, teacher’s awareness of the attributions of students to the success and failure of their performances has received the pedagogical implications.

 

Keywords   Students’ attribution   English language learning (ELL)   students’ performance   success    Failure 

 


Abbreviations

ELL                   English Language Learning;

ELIP                  English Language Improvement Program

ESDP                Education Sector Development Programs

KMO                Kaiser-Meyer-Olkin

MOE                Ministry of Education

PCA                 principal component analysis

PCF                  perceived causes of failure

PCS                 perceived causes of success.



 References

Abera H (1993). Developing a Service English to Meet the Academic Demands and Constraints in the Ethiopian University Context. An Published PhD Thesis). Addis Ababa: Addis: Ababa University.

Admassu K (2008). Primary school enrollment and progression in ethiopia: family and school factors. Paper presented at the American Sociological Association Annual Meeting.

Anteneh T (2004). Writing self-efficacy, performance in writing and causal attribution. Unpublished MA Thesis. Addis Ababa University.

Asonibare B (1986). Attributions of failure and success by Nigerian Secondary School students. Ilorin J. Educ. 6:15-22.

Basturk S, Yavuz I (2010). Investigating causal attributions of success and failure on mathematics instructions of students in Turkish high schools. Procedia-Soc. Behav. Sci. 2(2):1940-1943.

Boruchovitch E (2004). A study of causal attributions for success and failure in mathematics among Brazilian students. Interam. J. Psychol. 38(1):53-60.

Burden P (2003). Student perceptions of the causes of failure and the need to raise mastery expectations. Paper presented at the JALT Conference Proceedings, Okayama Shoka University.

Chan L (1992). Causal attributions, strategy usage and reading competence. Paper presented at the AARE/NZARE 1992 Joint Conference, Geelong, Victoria.

Fraser BJ (1994). Context: Classroom and school climate: Curtin University of Technology.

Geberew T, Demoze D (2014). Proceedings of Consultative Workshop on the Implementation of Postgraduate Diploma in Teaching (PGDT) Program. Addis Ababa University, College of Education and Behavioral Studies: Addis Ababa University Printing Press.

Getahun W (2002). School based factors contributing to differences in students'achievement at high and low passing rate scorers of government secondary schools of Addis Ababa at national examination. aau.

Graham S (1991). A review of attribution theory in achievement contexts. Educ. Psychol. Rev. 3(1):5-39.

Graham S, Weiner B (1996). Theories and principles of motivation. Handbook Educ. Psychol. 4:63-84.

Gray R (2005). Attribution theory and second language learning: Results and implications. CELEA J. 28(5):13-17.

Hair J, Anderson RE, Tatham L, Black W (1992). Multivariate data analysis with regarding, MacMillan Publishing Company New York. 6:1-15.

Haregewoin F (2003). An Investigation of Classroom Listening Comprehension Teaching Practices in Relation to the New English Course books: Grade in Focus. MA Thesis. Addis Ababa University.

Harmer J (2001). English language teaching. Harlow: Pearson Education Limited.

Italo B (1999). A comparison of the effectiveness of teacher versus peer feedback on Addis Ababa University students’ writing revisions. Unpublished PhD Dissertation, Addis Ababa University.

Johnson DW, Johnson RT (1994). Learning together and alone. Cooperative, competitive, and individualistic learning: ERIC.

Johnson RK (1989). The second language curriculum: Cambridge University Press.

Jones GA, Shanahan T, Goyan P (2004). The academic senate and university governance in Canada. Can. J. Higher Educ. 34(2):35-68.

Leech NL, Barrett KC, Morgan GA (2005). SPSS for intermediate statistics: Use and interpretation: Psychology Press.

Lepper MR, Corpus JH, Iyengar SS (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. J. Educ. Psychol. 97(2):184.

Leta D (1990). Achievement, Wash back and Proficiency in School Leaving Examination: A Case of Innovation in an Ethiopian Setting. Unpublished PhD thesis. Lancaster: University of Lancaster.

Lundh LG, Wångby M (2002). Causal thinking about somatic symptoms-how is it related to the experience of symptoms and negative affect? Cogn. Ther. Res. 26(6):701-717.

MacGeorge EL, Gillihan SJ, Samter W, Clark RA (2003). Skill deficit or differential motivation? Testing alternative explanations for gender differences in the provision of emotional support. Commun. Res. 30(3):272-303.

McAuley E, Duncan TE, Russell DW (1992). Measuring causal attributions: The revised causal dimension scale (CDSII). Personal. Soc. Psychol. Bullet. 18(5):566-573.

Mekasha K (2007). An exploration of the task design procedures of EFL teachers in Ethiopia: a case study. J. Educ. Dev. 1(2):81-127.

Ministry of Education (1998). Education Sector Development Programme Action Plan-I (1997/8-2000/1). Addis Ababa: FDRE Ministry of Education of Ethiopia.

Ministry of Education (2002). Education Sector Development Programme Action Plan-II (2001/2-2004/5). Addis Ababa: FDRE Ministry of Education of Ethiopia.

Ministry of Education (2005). Education Sector Development Program III (2005/2006 – 2010/2011). Addis Ababa: FDRE, Ministry of Education of Ethiopia.

Ministry of Education (2010). Education Sector Development Program IV (2010/2011‐2014/2015). Addis Ababa: FDRE Ministry of Education of Ethiopia.

Ministry of Education (2011). Postgraduate diploma in teaching (PGDT), Practicum Implementation Provisional Guideline. Addis Ababa: FDRE, Ministry of Education of Ethiopia.

Ministry of Education (2015). Education Sector Development Programme V (ESDP V) Programme V (ESDP V) 2016 - 2020 Addis Ababa: FDRE Ministry of Education of Ethiopia.

Nunan D (1989). Designing tasks for the communicative classroom: Cambridge University Press.

Peacock M (2007). Attribution and learning English as a foreign language in ELT: Oxford: Oxford University Press.

Peacock M (2010). Attribution and learning English as a foreign language. ELT J. 64(2):184-193.

Shell DF, Husman J (2001). The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation. Contemp. Educ. Psychol. 26(4):481-506.

Stevick EW (1980). Teaching languages: A way and ways: Newbury House Pub.

The Institute of International Education (2012). Enhancing the Quality of English Language Education in Ethiopia:Report on a Future Search Conference Addis Ababa, Ethiopia: Institute of International Education.

Tulu G (2013). Boys' and girls' attribution of performance in learning English as a foreign language: The case of Adama high schools in Ethiopia. Educ. Res. Rev. 8(23):2197.

Ur P (1999). A course in language teaching: Ernst Klett Sprachen. Weiner B (1974). Achievement motivation and attribution theory: General Learning Press.

Weiner B (1985). An attributional theory of achievement motivation and emotion. Psychol. Rev. 92(4):548.

Weiner B (1992). Human motivation: Metaphors, theories, and research: Sage.

Weiner B (2005). Motivation from an attribution perspective and the social psychology of perceived competence. Handbook of competence and motivation, pp. 73-84.

Williams M, Burden RL (1997). Psychology for language teachers Cambridge: Cambridge university press. p. 67.

Williams M, Burden RL (2004). Psycology for language teachers: Ernst Klett Sprachen.

Win R, Miller PW (2005). The effects of individual and school factors on university students' academic performance. Austr. Econ. Rev. 38(1):1-18.

Yan H, Li X (2009). Causal attribution and its conceptions by non-English major postgraduates in China: A case study. Asian Soc. Sci. 4(4):77.