Factors Influencing University Students’ Academic Achievement and Strategies Taken to Improve Their Achievement: Ethiopia as a Sample

Abstract

The overall purpose of this study was to assess heads, teachers, student-affairs officers and students' views about factors influencing university students' academic achievement and strategies taken to improve their achievement at Debre Markos University where found in Debre Markos city of East Gojjam province, Ethiopia. Convenience sampling was used and as a result the working group contained 1head, 1-teacher, 1-students' affair official and 3-students. Interview was used as a data collection method. For this purpose, a semi-structured interview form was developed. The interview form was developed by using theoretical foundations, practices and experiences. The validity of the interview form has been made. The draft form obtained for this purpose was given to two academics, who were experts, for their review, and it was revised in line with their opinions and finalized. As a result, firstly, participants reported university, teachers, language, families and student-related factors as the major factors influencing university students' academic achievement. Secondly, students reported that they were revising past sheet papers and drawing up plans and so on to improve their academic achievement. The head, teacher and students' affair official, however, reported they were giving counseling, training services, complex tasks to improve students' academic achievement

Corelation between Communication Skills and Motivation of Teachers

“…Because the more comfortable a teacher feels himself/herself both mentally and physically the higher motivation level she/he would have. According to Berhanu and Sabancı (2019) the strategies that increase the motivation of the teacher sucha as; giving award(s), supporting their ideas, recognizing their efforts, making participatory decisions, creating a positive school climate, enabling them to share their experiences, empowering the teacher and giving autonomy will increase their motivation. Taş and Korkmaz (2019) stated that professional competency and experience, professional development and promotion, professional prestige are among the factors that motivate primary school teachers the most.…”