6.

Multiple regression models and analysis HIGHLIGHTS ON

MAJOR FINDINGS OF THE STUDY of the qualitative data obtained through ETHIOPIAN THIRD NATIONAL
1. The achievement scores at national level
interviews and focus group discussions LEARNING ASSESSMENT
identified several factors that influenced (ETNLA)
for both grades were found lower than
both Grade Four and Grade Eight
the minimum required by the Ethiopian
students’ achievement negatively: shortage
Education and Training Policy.
of school supplies and facilities, problems related The Ethiopian Third National Learning
2. Boys performed better than girls in both to teacher absenteeism and competence, student Assessment was carried out in 1999 E.C.
grades in more or less similar ways with absenteeism and lack of interest and motivation, (2006/2007) academic year on Grade 4 & 8
the previous two studies. This is an difficulty of the curricula to teachers as well as students across the nation in all the regions.
indication that the gender gap is still students, low level of parental support, and Over 500 schools and about 23,000 students
persistent. problems in school administration among and their teachers participated in the study.
3. There is wide variation between high and others. This is a bird’s eye view of the project
low achieving regions and in most cases related to the purpose, design, and major
% Mean Score at Five Key Marker Points
the emerging regions performed less. 70
findings.
60
4. The gap between urban and rural is
50 50
narrower in favor of the later. 40 40.5 % Achieved Proficiency Levels by Subjects

5. Overall major declines in achievement 30

25
28
32.5 Below Basic Basic Proficient

scores were observed when compared 20 15.2% 15.2% 17.0% 14.8% 14.2% 13.9%

with the First and Second National 10 25.1% 25.1% 25.1% 29.2% 31.6% 24.0%

Learning Assessments. 0
10th 25th 50th 75th 90th
59.7% 59.7% 57.9% 56.1% 54.2% 62.1%
English Mathematics Biology Chemistry Physics Average

Trends in Achievement at National Level
GENERAL EDUCATION QUALITY ASSURANCE &
EBNLA ESNLA ETNLA
EXAMINATIONS AGENCY
47.2 IN COLLABORATION WITH
41.3
38.3
41.1
38.7 38.4
40.9 40.3
40.1 41.1
39.7 BASIC EDUCATION PROGRAM-USAID
OVERVIEW
38.2
34.1 34.7 35.3
32.2
35.6
December 2007
For your inquiry mail to: zewdugb@gmail.com
The main objectives of the two studies were
Front cover: Grade 8 students’ performance standard by to provide information about the overall
subjects based on ETNLA findings. learning attainments of Grade Four and
0 Last page: Comparison between the three studies Grade Eight students and to identify the
conducted since 1992 E.C..
Biology English Math Chemistry Physics* Average
Back cover: Percentile scores at five key marker points major factors that potentially influence
(10th, 25th, 50th, 75th, 90th ) of Grade 8 subjects. academic achievement. To achieve these
objectives, both quantitative and qualitative
research approaches were used. The current
study used more or less similar instruments
and procedures with the Ethiopian Second
National Learning Assessment. In Grade
Four a total of 11,373 sample students from
305 schools in all regions participated in the
study. In Grade Eight a total of 10,806
sample students from 280 schools in all
regions were involved. For the purpose of
generating data on factors which determine
the academic achievement 832 teachers and
305 school principals were included in
Grade Four. And in Grade Eight 1,242
teachers and 280 school principals were
involved. In the qualitative study, 312
students, 311 teachers and 286 parents
participated in focus group discussions.
PURPOSE OF THE STUDY
1. Determining grade 4 pupils’ academic
achievement in English, mathematics,
environmental science and reading in
mother tongue;
2. Determine grade 8 pupils’ academic
achievement in English, mathematics,
biology, chemistry and physics;
3. Assessing pupils’ attitude towards some
of the affective factors of the education
system; and
4. Providing policy-makers and
stakeholders the findings and
recommendations of grade 4 and 8
pupils’ academic achievements in the
subjects tested.
RESEARCH QUESTIONS
1. To what extent have intended learning
outcomes or objectives for the 1st & 2nd
cycles of primary education in selected
key subjects been attained across schools
of Ethiopia?
2. Does achievement differ significantly
across subgroups: sex, location, medium
of instruction and region?
3. To what degree have the desired
attitudes been developed at each level?
4. Which school and home factors
contribute most to academic
achievement?
SAMPLING
1. The Ethiopian Third National Learning
Assessment was expected to provide
good estimates of pupil’s academic
achievement at the national level, with
reasonable estimates at the regional level.
2. The target population of the study was
defined as Grade 4 & 8 pupils in 1999
E.C. (2006/2007) academic year.
3. Two stage stratified cluster sampling
procedure was followed to ensure that
the sample contains a sufficient number
of schools for each region which permit
statistical inferences not only at national
but also at regional level.
DATA ANALYSIS
1. Basic descriptive statistics such as mean,
median, percentile and standard
deviations were computed on the test
scores. And frequencies were computed
on categorical and ordinal variables
obtained through the questionnaires.
2. Ability scores were computed using Item
Response (IRT) based on two parameter
logistic factors (Difficulty Level &
Discrimination Index).
3. Performance standards were determined
as ‘Proficient’, ‘Basic’ & ‘Below Basic’ using
scaled IRT ability scores.
4. T-tests and analysis of variance were
performed on each test across different
subgroups: sex, location, region in order
to test whether differences in mean
scores are significant or not.
5. Correlations between different indices
related to school and home factors and
pupils’ achievements were computed.
6. Multiple regression models were
constructed, in order to identify the
relative contribution of different types of
school and home factors to pupils'
achievement.
7. Hierarchical Linear Models (HLM) were
constructed to partition the variations
observed in achievement scores at
different levels (region, school, student).