1

Attitudes towards School, Values of Education and Achievement Motivation in

Relationship to Academic Achievement in Case of: Adola Secondary School

Desta Wako Gumi

Department of Psychology, College of Education and Behavioral Science Bule Hora

University

A Seminar Project Presented in Partial Fulfillment The Requirements Course Seminar Essay

in Pastoralist Education (Epsy 601)

Advisor Javed Alem (PhD)

December 26, 2022

Adola, Ethiopia
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Contents

1. INTRODUCTION.................................................................................................................................5

1.1 Background....................................................................................................................................5

1.2 Statement of the Problem..............................................................................................................9

1.3. Research Question....................................................................................................................11

1.4. The general objective....................................................................................................................12

1.5. The specific objectives of the study were:..................................................................................12

1.6. Significance of the study...............................................................................................................12

1.7. Delimitation of the Study..............................................................................................................13

2. REVIEW OF RELATED LETERATURE..................................................................................15

2.1. Student Attitudes towards schools and Academic Achievement...............................................15

2.2. Attitude towards course and academic achievement...............................................................16

2.3. Achievement Motivation and academic achievement...............................................................17

2.3. Value Education and academic achievement..........................................................................19

3. RESEARCH METHODOLOGY...................................................................................................22

3.1. Description of study area..........................................................................................................22

3.2. Research Design.........................................................................................................................22

3.3. Population, Sample and Sampling techniques of the study.....................................................23

3.4. Sources of Data...........................................................................................................................24

3.5. Data Gathering Instruments........................................................................................................24

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3.6. Validity and reliability of the study..........................................................................................25

5. Discussion.....................................................................................................................................33

6. Summary........................................................................................................................................40

7. Recommendations..........................................................................................................................41

References...........................................................................................................................................42
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Abstract

The current study investigated the relationship between students’ attitudes towards school,

values of education, achievement motivation and academic achievement. Accordingly, the

study adopted a correlation research design. To achieve the objectives of the study, 362

students using systematic sampling technique were taken from grade 9students of Adola,

Maleka, and Oda buta secondary schools in North Gondar, Ethiopia. Based on the objectives

of the research and previous findings related to the variables incorporated in the research;

questionnaires for students were adopted. Average academic achievements were obtained

from the record offices of the sample secondary schools. SPSS software computer programes

was used to analyze the collected data. One sample t‐test was conducted to look at students’

attitude towards school, values of education and achievement motivation of secondary school

students. Pearson product moment was employed to examine the relationships between

independent variables and dependent variable. And multiple‐regression analysis was

employed to see the effects of predictor variables on the criterion variable. The results

obtained from grade 9 students indicated that students have positive and significant attitudes

towards school, values education and achievement motivation. There was positive and

significant relationship between students’ attitude towards school, values of education,

achievement motivation and academic achievement. Finally, the independent variables were

found to be significant predictors of the criterion variable. On the basis of these results it was

suggested that principals, supervisors, teachers, parents and educational practitioners should

give attention to students’ attitude towards school, values of education and achievement

motivation in secondary schools and during instruction besides the cognitive factors. Key

Words: Students’ attitude, Value of Education, Achievement motivation, & academic

achievement.
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1. INTRODUCTION

1.1 Background

Education is widely recognized as an indicator of development. One of the basic purposes of

education is producing trained human capital who can overcome development impediments

of a given country. Many researchers (Altinok, 2004; Weiner & Poteoan,, 1997; Linnehan,

2005; Gardner, 1975; Schreiber, 2000) have agreed that the effectiveness of this sector ssshas

been challenged by many factors. In order to make students grasp the lessons successfully, it

is prudent to investigate potential factors that influence academic achievement of secondary

school students.

Attitude has been a very difficult concept to describe since it cannot be directly observed.

Attitude is the most influencing factor for both teachers and students of their behavior in the

classroom and attitude is the individual’s feelings towards education (Ajzen and Fishbein

1992). Attitudes will affect the choices that a learner makes and may be acquired from a

variety of sources (Gagne, 1985).Koballa (1988) extended the definition to explain attitudes.

These were behaviors that are associated with critical thinking. The affective variables

according to Koballa (1988)were: attitude, belief, opinion, value, behavioral intention, and

behavior. The interaction of the affective variables helped to determine the attitudes of a

student possessed. Koballa (1988) summarized three reasons for continuing to study attitudes.

First, attitudes are enduring and seem to remain relatively stable over time. Second, attitudes

are learned (students are not born liking or disliking schooling). Third, attitudes are related to

behavior, that is, students’ actions reflect their feelings toward objects and issues.

Motivation was defined as an inner force or desire to achieve a certain goal (Nwankwo,

2005). Landine and Stewart (1998) defined it as the inner force which energizes behaviour.

Accordingly, motivation defines the reason behind people’s behavior and determines why
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they behave in a particular way. Motivated behavours are energetic, oriented and permanent

(Landine and Stewart, 1998). Motivation has received much attention from many researchers

with different psychological and philosophical perspectives in different fields of study,

especially psychology and education due to its significant effect on students’ learning,

persistence and academic achievement. It has been operationally defined from the perspective

of different theoretical approaches over the past decades. For instance, Maslow (1970)

defined human motivation from both intrapersonal and environmental perspectives as the

driving force that causes people to work towards a goal and is essentially the power of

hierarchy of human needs.Altinok (2004) emphasized that one of the students’ features that

have an important effect on learning process is students’ attitude towards the lesson. One of

the most important factors that lead one to his or her goal is the drive. This drive is

achievement motivation. Atkinson (1964) stated that achievement motivation attempts to

account for the determinants of the direction, magnitude and persistence of behavior and it is

the important domain of human activities. Dave (1979) states that achievement motivation is

a desire to do well in relation to some standard of excellence. This assures that achievement

motivation is the critical element in students’ success and learning.

In the study on predicting student success with the Learning and Study Strategies Inventory

(LASSI), Hendrickson (1977) found that motivation and attitude were the best predictors of

student grade point average. In contrast to the aforementioned findings, Rosen (1991)

reported no significant relationship between academic achievement and achievement

motivation. Researchers have been done in relationship between independent variables and

dependent variables in secondary schools were revealed different findings as shown above.

The available researches on the relationship of the variable incorporated in this research were

not systematically researched in the school context. Hence, examining the relationship

between students’ attitude towards school, values of education, achievement motivation and
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academic achievement was found to be timely mission for the success of academic

achievement.

Rokeach defines values as enduring beliefs that indicate whether behaviors are personally or

socially acceptable (cited in Lyons, 2003). The most general sense, we can define values as a

reflection of the wishes, preferences and desired and undesired situations by defining what

individuals consider important (Erdem, 2003). However, Ministry of National Education

(2005) defines values by determining the features of values. Accordingly, a value consists of

criteria which are adopted by society and individuals and believed to be in the interests of

society and individuals, judgments involving qualifications, consciousness, emotions and

excitement and management and integration of an individual's behavior. The acquisition of

these qualities can be achieved by values education. This is because the common point of the

definitions is that values combine the common wishes, preferences and beliefs that are

effective in the psychological and sociological well-being of the individual and the society.

Therefore, values education becomes even more important for the academic achievement and

continuity of societies.

Values education starts in family, the first social institution, with the birth of the child.

(Fidan, 2009; Yazıcı, 2006; Bal, 2004; Cotton, 1996). However, when it comes to the

continuity of societies and social peace, it is possible that values education is addressed in a

more formal way and at this point schools have come into play. Taylor has emphasized the

formal part of values education by using it as an inclusive concept that consists of terms such

as moral education, civic education and citizenship education (Thornberg, 2008, cited in

Taylor, 1994).

Kale (2007) has listed the characteristics of values education in four items as follows:

1. To raise individuals’ awareness of universal (ethical), cultural values, and their importance,

2. To relate democratic attitudes and tolerance to multiculturalism.

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3. To evaluate all values with the criteria of improving people’s living conditions and

facilities,

4. To turn life into knowledge and/or knowledge into life considering concrete problems

related to ethical values.

When these qualities are taken into consideration, the main purpose of values education is to

make values permanent behaviors in students. Considering that the role of experiences in

values education is also essential, if teachers support their students by giving them the

opportunity to practice about values in daily life, values can be internalized by students

(Eryaman, 2007; Aydın, 2010). In our country, the function of adding values to individuals in

education programs used to be carried out through education programs such as life sciences,

social studies and citizenship and human rights education (Akengin, Sağlam, & Dilek, 2002).

However, upon the need revealed, the principle of offering values education to students

directly is adopted.

Lewis (2008) stated that values of education can make a very important contribution to

fostering strong positive relationship with academic achievement, positive dispositions to

learning, producing a calm teaching and learning environment. Values of education nurture in

students various dimensions of intellectual depth, communicative competence, and capacity

for reflection, self‐management and self‐knowledge.

Global: According to UNESCO (2005), Attitudes towards School, Values of Education and

Achievement Motivation are the real factor behind the , academic achievement and

acknowledgements of an individual.

The topic of Relationship Between Students’ Attitudes Towards School, Values Of

Education, Achievement Motivation in Relation to Academic Achievement, in general and

educational aspiration in particular, in Ethiopia, has not yet been adequately researched.
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As well as ,It is not easy to find enough / ample studies that have explored Relationship

Between Students’ Attitudes Towards School, Values Of Education, Achievement

Motivation And Academic Achievement directly in Oromia region in general. As such, there

is dire need for basic research on to try out in many Schools of Oromia region , Including

Relationship Between Students’ Attitudes Towards School, Values Of Education,

Achievement Motivation in relation to Academic Achievement  high schools of guji

zone ,Adola secondary schools ,where taken into account of in the design of the study. And in

line with this, research was investigate the phenomena Of Relationship Between Students’

Attitudes Towards School, Values Of Education, Achievement Motivation in relation to

Academic Achievement in Adola secondary schools and the researcher to rescue those

students who may be victims of their own negative beliefs about themselves.

1.2 Statement of the Problem

Attitudes towards School, Values of Education and Achievement Motivation are an essential

component of the self and have its impact on aspects of human’s life. As school achievement

and development have vital roles in shaping individuals and determining their future careers,

enhancing; Attitudes towards School, Values of Education and Achievement Motivation in

pupils' during their growth stages from infancy till adulthood has a remarkable role in

improving their real life achievements.

Attitude is one factor which may influence the academic achievement. How well one has

mastered the subjects matter is described by achievement test (Megargee, 2000). So, for

better academic achievement Attitude should be master in the subject matter.

Motivation driving from the students or from the learning its self, positively affects behavior,

academic achievement and students wellbeing (Deci and Ryan, 2000)

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Values can be taught and learned. People are not born as values-aware. Different forms and

evaluation of values in different societies show that they are learned later in life (Aydın,

2010). Therefore, the concept of values education was also discussed in the study. Two

themes were determined under the category of Values Education as “The Purpose of Values

Education” and “The Path I Will Follow”. Under the main theme of the purpose of values

education, the teacher candidates explained how they made sense of values education by

clarifying what was desired to be achieved in values education provided at school. While

determining the purpose of values education, they also pointed out the values that should

primarily be given in schools. Under the theme of the path I will follow in values education,

they explained how they could help students gain the values when they became teachers.

Even though there are studies conducted in Ethiopia regarding Attitudes towards School,

Values of Education and Achievement Motivation in Relationship to Relation to academic

achievement, there are no sufficient studies conducted in pattern of Attitudes towards

School, Values of Education and Achievement Motivation in Relationship to Academic

Achievement in Ethiopia and oromia region in general and, there is no previous studies

conducted in high school of Guji Zone Adola secondary schools in particular.

The main rationales to select this study are: firstly due to sufficient study is not conducted on

in pattern of in Ethiopia. thus it too difficult to generalize the result of this study for all

Attitudes towards School, Values of Education and Achievement Motivation in Relationship

to Academic Achievement schools of Ethiopia in general and Oromia in particular. So, to fill

the gap of researcher’s further investigation must be made. Having this the researcher is

forced to select this study in order to fill the gap of the researcher. Secondly quality of

education is mainly affected by Attitudes towards School, Values of Education and

Achievement Motivation as most of researcher agreed up on it. Therefore, conducting study

on the area of Attitudes towards School, Values of Education and Achievement Motivation
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will afford vast contribution on the realization of quality education. Even if the issue of

Attitudes towards School, Values of Education and Achievement Motivation are the issues in

the provision of education it is not sufficiently conducted by other researcher. Therefore, the

researcher selected this study to add valuable knowledge and fill the gap of the researcher.

Fourthly as much as researcher knowledge there is no current study conducted in Adola

secondary school of Guji zone. It has shown that further research must be investigated in

order to generalize for guji zone. Fifthly, the researcher observed some secondary school and

made informal conversation with student and there are a great problem on . Finally the issues

of Attitudes towards School, Values of Education and Achievement Motivation a core area of

Educational Psychology experts. Having this the researcher purposefully selected Attitudes

towards School, Values of Education and Achievement Motivation in Relationship to

Academic Achievement In Case of: Adola Secondary Schools .

1.3. Research Question

In order to achieve the objectives of this research and make specific recommendations

the following questions were proposed to guide the entire research work: 

  1. What are students’ attitudes towards school in secondary school students?

2. What is students’ value of education in secondary school students?

3. What is students’ achievement motivation in secondary school students?

4. Is there a significant relationship between students’ attitudes towards school,

values of education, achievement motivation and academic achievement of secondary school

students?

5. Do students’ attitudes towards school, values of education and achievement

motivation significantly predict academic achievement of secondary school students? 

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1.4. The general objective

The general objective of this study was to investigate the relationship between students’

attitude towards school, value of education, achievement motivation and academic

achievement in Adola secondary schools.

1.5. The specific objectives of the study were:

To identify students’ attitude towards secondary schools, to examine students’ value of

education

To assess students’ achievement motivation in secondary schools

To find out whether there is a significant relationship between students’ attitude towards

school, values of education, achievement motivation and academic achievement in secondary

schools or not.

1.6. Significance of the study

This study is significant since it provides crucial data about the relationship between

Attitudes towards School, Values of Education, Achievement Motivation and Students

academic achievement. This study will help the students know their Attitudes towards

School, Values of Education and Achievement Motivation as the personality strength.

Teachers will be made aware to design their lectures in line with the student’s Attitudes

towards School, Values of Education and Achievement Motivation in the relation to

academic achievement.

This study is also very important for teachers as they have crucial and impressive roles in the

processes of teaching and learning. Besides, they have the official authority on almost every

element of this process starting with the strategies and techniques, up to the curriculum, and

ending with the pupils themselves. Therefore, the researcher believes that a teacher can make
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a change when he/she wisely uses the skills of reinforcing within his/her pupils to improve

and develop Attitudes towards School, Values of Education and Achievement Motivation

their abilities and skills, and consequently their performance and achievement.

It helps to be the base for policy makers, school manager and other concerned bodies which

might enable them to design improvement strategies that can increase teachers’ motivation.

Furthermore the recommendations might be used as one of the mechanisms employed to

increase motivations and commitment of teachers in ordered to improve the quality of

education.

1.7. Delimitation of the Study

The study will focusing on the Attitudes towards School, Values of Education and

Achievement Motivation in Relation to Academic Achievement in some selected high school

of guji zone: in case of Adola secondary schools. Students among Some selected high school

of guji zone: in case of Adola secondary schools are the main focus of this study.it does not

include west guji zone and other. Because of shortage of time, budget, and Attitudes towards

School, Values of Education and Achievement Motivation in Relation to Academic

Achievement are the main focus of the study area. This study will have the scope of time in

academic year of 2014 E.C. In general the scope of this study will limited on investigating

Attitudes towards School, Values of Education and Achievement Motivation in Relation to

Academic Achievement in Some selected high school of guji zone: in case of Adola

secondary schools.

1.8. Operational definitions

Motivation is the desire or drive within a person to achieve some goal and also it is

an internal condition based on a person’s perceptions and needs

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Values: are viewed as inner realities of an individual that are reflected through habits,

behaviors, beliefs, expectations and relationships.

Education is the process of instruction aimed at the development of the individual,

facilitating realization of self-potential and hidden talents of an individual.

Academic achievement: is defined as the student’s accomplishments in a specified

academic field. In other words, it discusses the way students gain success in achieving their

short-or-long term goals and objectives in educational career.

Achievement: Pupils' records of grades for different school subjects, which are

handed to pupils at the end of each school semester.

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2. REVIEW OF RELATED LETERATURE

2.1. Student Attitudes towards schools and Academic Achievement

Maria Tinio (2009) conducted a study measuring academic achievement by administering a

test called the Academic Engagement Scale for Grade School Students (AES-GS) to 250

sixth and seventh graders in the Philippines. The test was made up of 102 questions, with

three categories: behavioral engagement, emotional engagement, and cognitive engagement.

The students answered using a Likert scale with options ranging from always to never (Tinio,

2009). Based on her results, Tinio concluded that, All three subscales (behavioral, emotional,

and cognitive) are necessary to measure academic engagement…It is essential to construct

such a scale because it could be an avenue of improving the education of a student. With this,

it would also help teachers determine what aspects the student is not able to respond to well

(Tinio, 2009). Normally, levels of academic achievement are based on cognitive abilities;

however, Tinio’s study takes into account behavioral and emotional as well. All three levels

are equally important to implement in a classroom, but schools often focus on the cognitive

aspect because of standardized tests or other requirements that must be met. While cognitive,

behavioral, and emotional engagement should be present to increase academic ngagement, a

factor that Tinio did not study is motivation and its effect on academic success.

In a study from 2009, Brittany Coleman studied the relationship between parental

involvement, student motivation, and academic achievement of fifth graders. Student

motivation and academic achievement had a positive correlation; therefore, “if a student is

motivated to do well in school, then he/she would be more likely to make an effort and

therefore achieve higher scores” (Coleman, 2009). This statement is expanded in the

textbook, Teaching and Learning Elementary Social Studies when the author writes, “A

student’s most powerful motivation to learn a school subject comes from his or her prior

success in that subject” (Ellis, 2010). According to these two researchers, the aspects of
 16

motivation and academic achievement are reciprocal. The more one increases, the more the

other increases; therefore students who are successful and motivated will continue to be,

whereas students who do not succeed are less likely to become motivated to succeed.

According to Coleman and Ellis, motivation is a crucial factor in promoting students’

academic success and should be implemented into classrooms to increase test scores, which

in turn motivates students further.

2.2. Attitude towards course and academic achievement

Literature includes studies examining academic achievement within the context of attitude

towards course (Ekici & Hevedanlı, 2010; Karaer, 2007; Saracaloğlu & Varol, 2007),

academic achievement (Damrongpanit, 2009; Guay, Marsh, & Boivin, 2003; Nazlıçiçek,

2007; Pehlivan & Köseoğlu, 2010; Sanchez, & Roda, 2003; Saracaloğlu & Varol, 2007;

Senemoğlu, 1990; Yanpar, 1994; Yanpar, 1998;) and logical thinking skill (Nazlıçiçek, 2007)

according to different scientific fields and educational level. Conducted studies determined

that academic achievement is related with attitude, academic achievement and logical

thinking skill variables, which predict academic achievement. Some studies found different

results regarding attitude variable. For instance, Pehlivan & Köseoğlu (2010) conducted a

study on the students of Ankara Science High School and concluded that attitude towards

biology class did not change according to success level.

As mentioned above, researches in different scientific fields have tried to explain academic

achievement through different affective and cognitive variables. Even though each field of

science has difficulties in teaching and learning features, students of physical sciences

encounters problems in learning and perceiving difficulties and therefore one of the fields for

which methods and techniques facilitating academic achievement (Atasoy et al., 2007;

Kurbanoğlu & Akim, 2010) are examined is chemistry science. Literature includes studies

about predicting academic achievement of students regarding chemistry science and course
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through attitude (Bassey, Umoren, & Udida, 2007; Kan & Akbaş, 2006; Pehlivan &

Köseoğlu, 2011), academic self-concept (Pehlivan & Köseoğlu, 2011) and logical thinking

skill (Sökmen & Bayram, 1999; Ünal, Bayram, & Sökmen, 2002; Temel & Morgil, 2007).

These studies also determined that academic achievement is related with academic self-

concept, attitude towards course and logical thinking skill. However, conducted studies did

not include some issues in research studies, one of which is the simultaneous effect of three

variables on academic achievement. The studies in literature generally examine the issue

through one variable.

Examining the effect of variables on academic achievement one by one does not give

information about relative responsibilities of attitude, academic self-concept and logical

thinking skill. Even though literature includes studies multi-dimensionally examining the

subject (Alcı, Erden, & Baykal, 2010; Atan, Göksel, & Karpat, 2002; Flitman, 1997;

Hardgrave, Wilson, & Walstrom, 1994; Güneri & Apaydın, 2004), those are not within the

context of variables constituting the subject of the present study. Another issue which is not

subjected in the studies in literature is the absence of the determination of cognitive and

affective variables distinguishing successful and unsuccessful students. Another issue is the

absence of a study enabling to predict students that may be successful or unsuccessful from

academic point depending on distinguishing variables. The present study aims to answer

those three issues not subjected in studies, which is the distinctive contribution of the present

study to literature. Under the light of aforementioned information, the present study basically

aims to explain and predict academic achievement of chemistry course depending on the

variables of attitude towards chemistry course, academic Achievement and logical thinking

skill.

2.3. Achievement Motivation and academic achievement

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In Patrick Eggleton’s article, Motivation: A Key to Effective Teaching, he writes, “Since

motivation seems to play an important role in teaching, it is important for teachers to become

familiar with various aspects of motivation” (Eggleton, n.d.). Teachers can improve students’

motivation simply by smiling, giving extra help on an assignment, or by commending a

student on a job well done. While these actions are great motivators, the best motivation lies

in a teacher’s personality towards her students (Eggleton, n.d.). In the article, he writes about

Jaime Escalante, an extraordinary teacher. In an interview, Escalante said that, “a teacher has

to possess love and knowledge and then has to be able to use this combined passion to be able

to accomplish something” (Meek, 1989). According to Escalante, it is important to teach

students the knowledge they need to know, but love must also be involved. This theory was

evident in an interview with a first grade teacher, Nina Puckett. She stated that although she

is strict with her students so that lessons stay on track, sometimes she has to say that she

loves them and is here to help. She also stated that some of her students do not receive

necessary support or motivation from home, and so she has to fill that gap (Puckett, 2012).

Although these studies and interview are qualitative in nature, they still have importance in

this quantitative research due to the fact that they suggest motivation has an effect on

students’ attitudes.

According to these studies and Mrs. Puckett’s interview, motivation is an important aspect to

include in a classroom; therefore, it supports the theory that students who have a low level of

motivation are less likely to succeed. As mentioned earlier, students must feel a sense of

worth; therefore, teachers should not lower standards for certain students, making them feel

less capable than other students. According to Vasquez, “Students who perceived that, while

teachers would not lower their standards for them, teachers were willing to reach out to them

and provide needed assistance in practical ways, were the highest achievers” (1988). If

teachers have confidence in lower- achieving students and give them the support and the
 19

opportunities to succeed, they likely will. A study conducted in New York took various

middle school math classes and combined them into one advanced math course. Students that

were low-achievers, high-achievers and a variety of socioeconomic status and racial

backgrounds were all placed in an advanced mathematics course (Burris, Heubert, & Levin,

2004). The research found positive results for the students and the writer concluded that, “We

must not reserve accelerated courses in math and other subjects only for the most fortunate,

but rather make these courses accessible and available to all” (Burris, Heubert, & Levin,

2004). By giving low-achieving students the opportunity to learn at a fast pace, it challenges

them and possibly gives them more confidence in their abilities. In accordance with Vasquez,

these students in New York were more motivated and scored higher once they knew

standards were not being lowered for them. As previously mentioned, confidence has a major

impact on students’ abilities in school. In the book, Research Ideas for the Classroom: Middle

Grades Mathematics, the author discusses the affective domain of learning and how

confidence affects performance (Hart & Walker, 1993). The author writes, “There is also

evidence of theoretical or empirical connections between confidence in learning mathematics

and students’ achievement motivation, intrinsic motivation, self-concept, and self-esteem”

(Hart & Walker, 1993). Confidence is important in math because it makes students more sure

of themselves when solving nonroutine problems and learning new concepts. It also affects

students’ enjoyment and interest in math; therefore, getting them more involved in the subject

(Hart & Walker, 1993).

2.3. Value Education and academic achievement

In the Global Scenario Over the past two decades, colleges and institutions have devoted

energy and resources to a wide range of educational programmes and initiatives designed to

promote character values and behaviors in their students (Dalton and Crosby, 2010). Value

education forms a part of the curriculum in different educational settings across the globe.
 20

Countries like India, Australia and Singapore lay a strong emphasis on imparting value

education through well-defined curricula and syllabi. In Singapore, values education forms a

part of the Pre University Civics syllabus (MOE, 2010). The revised Pre-University Civics

Syllabus is based on the central theme, making a Difference. The focus is on engaging

students to play an active role in helping to improve the quality of civic life in the community

and to take the lead in service to others. The Indian national policy on education (1986) as

modified in 1992, considered value education as an integral part of education and noted that

(UGC, 2010): “The existing schism between the formal system of education and the

country’s rich and varied cultural traditions needs to be bridged. Education can and must

bring about the fine synthesis between change oriented technologies and the country’s

continuity of cultural tradition.

The curricula and processes of education will be enriched by cultural content in as many

manifestations as possible. In our culturally plural society, education should foster universal

and eternal values, oriented towards the unity and integration of our people. Such value

education should help eliminate obscurantism, religious fanaticism, violence, superstition and

fatalism. Apart from this combative role, value education has a profound positive content,

based on our heritage, national and universal goals and perceptions. It should lay primary

emphasis on this aspect. The growing concern over the erosion of essential values and an

increasing cynicism in society has brought to focus the need for readjustments in the

curriculum in order to make education a forceful tool for cultivation of social and moral

values.

In Australia the value education helps students understand and be able to apply values such

as care and compassion; doing your best; fair go; freedom; honesty and trustworthiness;

integrity; respect; responsibility and understanding; tolerance and inclusion (Values

education, 2010). In this paper, an attempt has been made to analyse the impacts of value
 21

education on the academic performance of the students as well as the overall environment of

the academic institutions where value education programmes have been explicitly put into

practice.

  
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3. RESEARCH METHODOLOGY

3.1. Description of study area

This study was conducted in Guji zone Adola secondary schools. Guji zone is one of Oromia

national regional state zone that borders on the East Bale zone, at the west direction, the west

Guji zone, on the south Borana zone and on the north the Sidama region and Gedeo zones.

Guji land is characterized by three ecological zones, Baddaa (high altitude), Badda-daree

(middle altitude) and Gammoojjii (semiarid land). Based on the 2007 Census conducted by

the Central Statistical Agency of Ethiopia, this zone has a total population of 1,389,800, of

whom 702,580 are male and 687,220 female; with an area of 18,577.05 square kilometers,

Guji has a population density of 74.81. While 129,852 or 14.31% are urban inhabitants, a

further 5,315 or 0.38% are pastoralists. A total of 269,440 households were counted in this

Zone, which results in an average of 5.16 persons to a household, and 258,540 housing units.

The four largest ethnic groups reported in Guji were the Oromo (78.57%), the Gedeo

(14.33%), the Amhara (2.59%) and the Somali (1.59%); all other ethnic groups made up

2.92% of the population. Oromo was spoken as a first language by 77.91%, 14.16% spoke

Gedeo, 4.31% spoke Amharic and 1.61% spoke Somali; the remaining 2.01% spoke all other

primary languages reported. The majority of the inhabitants professed Protestantism, with

56.14% of the population having reported they practiced that belief, while 14,8% of the

population were Muslim, 11.32% of the population said they held traditional beliefs, 7.49%

professed Ethiopian Orthodox Christianity and 2.12% were Catholic.

3.2. Research Design

This study was focused on the existing problems of academic Achievements of first

cycle secondary school students. The study was mainly a quantitative study and it adopted a
 23

correlation research design. Accordingly, this method was interested in establishing whether

there is a relationship between secondary school students’ Attitudes towards School, Values

of Education and Achievement Motivation in Relationship to Academic Achievement In

Case of: Adola Secondary Schools

3.3. Population, Sample and Sampling techniques of the study

Currently, the Ethiopian education system is structured into primary and secondary level.

The first cycle primary school consists of grade 1‐4 & the second cycle primary school

extends from grade 5‐8. At the secondary cycle there are first cycle secondary school (grade 9

&10) and second cycle secondary school (grade 11 and grade 12). Among these, the target of

this study was first cycle secondary school (grade 9) of three sample schools. The total

numbers of students in the three selected schools were 1202(male 561 students, female 641)

students. To be free from personal bias the researcher had used multistage sampling

techniques. The number of students was not equal in each school and in each sex category

proportional stratified random sampling was employed to limit the number of participants in

each secondary school. After the strata were determined the researcher had decided that how

many students were administered in one section. Sections from each secondary school were

selected using simple random sampling techniques (lottery Method). Respondents

irrespective of their sex category in a section were determined using proportional stratified

random sampling. 

Table‐1: Summary of sample schools, and number of students selected from each school.

No No. of students in each No. of sample students selected from each

Sample school. school.

schools

Grade 9 Grade 9
 24

M F T M F T

Adola 124 147 275 41 51 92

secondary

schools

Maleka 130 145 275 43 51 94

schools

Oda buta 307 349 656 104 51 223

Total 561 641 1202 188 221 409

3.4. Sources of Data

All required data for this study was collected from primary sources. And the primary data

was collected from participant of sample selected of students. First cycle secondary school

students (grade 9) were used as a source of data for the study.

3.5. Data Gathering Instruments

Questionnaire.

The researcher was used questionnaire to collect data; the questionnaire is close ended

question. Because for respondents, save time, budget and guide the respondent to the direct of

correct answer, so the researcher is use only close ended questinnaraies. According to Kothari

(2003), questioning method assist in collection of accurate and reliable information since

respondents answer questions freely without any influence. And questionnaire is a research

instrument consisting of a series of questions for the purpose of gathering information from

respondents. Quick, flexible way to collect standardized data from many participants. After

that the researcher will be distribute the questionnaire to each participant for selected Adola
 25

secondary school students. The questionnaire that researcher was used is standardized and

Four measuring instruments were used to gather the required information for the study. These

were average academic achievement scores, values of education questionnaire, achievement

motivation questionnaire and attitudes towards school questionnaire. The questionnaire items

were prepared in English language and translated in to the native language (Amharic) so as to

make it clear.

The students’ average academic achievement scores of 2016, first semester were obtained

from the record offices of the sample secondary schools based on the students’ role number

that students had been applied on their self‐report questionnaires. A Likert type 5‐point value

of education questionnaire rating of “strongly agree”, “agree”, “undecided”, “disagree” and

“strongly disagree” was used to test students’ values of education. 

3.6. Validity and reliability of the study

In order to check validity of this study, the researcher was show the prepared questionnaires,

interview questions, observation, focus group discussion and document guidelines to

Advisor, co-advisor, psychology teacher, language teacher and friends to check validity of

content, language, social and psychological issues. To check reliability, pilot study will be

conducted in Adola secondary schools. The reason why Adola secondary schools selected is

that the Adola secondary schools was have more experienced teachers, deans and students.

So, Adola secondary schools was be selected purposefully to conduct pilot study before

distributing the questionnaires to the target population and Cronbach alpha was be calculated

to check weather means of pilot study is > 0.75. Thus, pilot study was made with 10% of total

respondents as mentioned by Connelly (2008) finally, re-edition of questionnaires,

observation, document analysis, focus group discussion and interview guidelines will be

made before the distribution of the questionnaires to the target respondents.

 26

3.7. Data Analysis Techniques

The collected data was analyzed by statistical package for social science (spss) computer

program. Students’ first semester average scores of 2016 of grades 9 were considered as a

dependent variable. And students' attitudes towards school scores, values of education scores,

achievement motivation scores were employed as independent variables. Accordingly, one

sample t‐test was used to see the level of students’ attitude towards school, values of

education and achievement motivation. Pearson product moment correlation was used to

investigate the interrelationships between the independent variables and academic

achievement. Multiple‐regression was used to investigate the effect of the predictor variables

on criterion variable.
 27

4. RESULTS

To achieve the objective of the study   three types of questionnaire and

average   achievement scores (AAS) were used. The first questionnaire deals with students’

attitude towards school, the second deals with values of education and the third deals

with  achievement motivation whereas; academic achievement scores were taken from the

record offices of the sample secondary schools. Since  all the  data  are  numeric  and  are

suitable to  feed the  computer,   the statistical package for social science(spss) software

version 20 was used to  analyze  the   data. In this sub‐topic the two‐tailed correlation

coefficients were computed for the overall sample to answer the leading questions. According

to these analyses, the results were presented as follows.

Descriptive Statistics

The means and standard deviations of the scores of students’ attitudes towards school

(Sch.Att), values of education (Val.Edu), achievement motivation (Ach.Mot) and academic

achievement (Aca.Ach) of the students were displayed.

Table‐2: Descriptive statistics of the variables considered in the study. (N=362)

Statistics Variables

Ach.Mot Val. Edu Sch. tt Aca. Ach

Mean 4.15 4.10 69.56

4.37

SD 0.36 0.34 0.39 9.14

Variance 63.75 60.47 86.71 83.57

 28

Students’ Attitude towards School, Values of Education and Achievement  

Motivation in Secondary School Students One sample t‐test analysis was investigated to

see students’ attitude towards school, values of education and achievement motivation. The

calculated means of the sample group of 362 respondents item scores of students’ attitude

towards school (M=98.44), achievement motivation (M=96.23) and values of education

(M=95.55), were greater than expected mean scores (M=72, 66 and 69 respectively) as

displayed in Table3.

Table‐3: Results of one‐ sample t‐test analysis

Variabl n Me Expect sd t p

es an ed mean

Ach.M 36 96. 66 7. 72. 0.0

ot 2 23 98 05 00

Sch.Att 36 98. 72 9. 54. 0.0

2 44 31 02 00

36 95. 69 7. 64. 0.0

Val.Edu 2 55 78 97 00
29
 30

    t‐ Critical=1.96

In case of students’ attitudes towards school, achievement motivation and values of

education item scores the calculated values of t (72.05, 54.02 and 64.97 respectively) were greater

than the critical t‐value (1.96), at 0.05, level of significance. These results revealed that, there were

significant differences. Furthermore, the p‐values obtained from the independent variables

(students’ attitudes towards school, values of education and achievement motivation) were all

0.000s.These p‐values of the independent variables were less than 0.05 and all were significant. All

the three independent variables (students’ attitudes towards school, values of education and

achievement motivation) were significant.

Relationship between Students’ Attitudes towards School, Values of Education,

Achievement Motivation and Academic Achievement.

As Table 4 below shows, students’ attitude towards school, achievement motivation and

values of education were positively correlated with academic achievement ((r=0.548, p< 0.01),

(r=0.585, p< 0.01) and (r=0.661, p<0.01) respectively).

The t‐test for students’ attitude towards school, values of education and achievement

motivation (t=12.43, 16.71 and 13.69) with academic achievement were greater than the t‐ critical

value (1.96) at 0.01 level of significance. The p‐value obtained from the correlation of the

independent variables and academic achievement was 0.01.  By comparing, the obtained p‐value

(0.01) was less than the probability error (0.05). These results indicated that there was positive and

significant relationship between independent variables and academic achievement.

Table‐4: Results of the correlation analysis

Variables Sch.Att Val.Edu Ach.Mot

Aca.Ach

Sch.Att 1.00

Val.Edu 0.468 1.00

 31

Ach.Mot 0.547 0.379 1.00

Aca.Ach 0.548 0.661 0.585 1.00

Correlation is significant at the 0.01 level (two‐ tailed)

Independent Effect of Predictor Variables on Academic Achievement

The regression coefficient (βs) was statistically significant to academic achievement.

The effect of students’ attitude towards school on academic achievement t (β = 0.152, t =

3.512, p< 0.001), values of education on academic achievement (β  = 0.467, t =11.916, p

<0.000) ), and achievement motivation on academic achievement (β= 0325, t = 7.853,

p<.000) were positive and statistically significant. This showed that each independent

variable have positive relationships with the dependent variable. Furthermore, the p‐value of

each independent variable was less than 0.05, indicated that there was significant relationship

between independent variables and dependent variable. Hence, each independent variable had

significant contribution for secondary school academic achievement.

Table‐5: Results of multiple‐regression analysis

Variables Standardized Sig

coefficients(β)

Sch.Att .152 .001

Val.Edu 467 . 000

Ach.Ach .325 .000

R2 =0.582 .000

P< 0.05, t-critical = 1.96, F critical = 3.88.

The significance of the overall contribution of the independent variables was checked by F‐

test. The obtained R2 value was 0.582. It indicated that the overall contribution of the independent
 32

variables (58.2%) was significant to academic achievement, at f (3,358) =166.443, p<0.000). Thus,

58.2% of the variation in academic achievement was explained by value of education, achievement

motivation and attitude towards school.

 33

5. Discussion

The main purpose of the study was to examine the relationship between students' attitudes

towards school, values of education, achievement motivation and their academic achievement on

Gondar secondary school students. Thus, the discussion follows along the following three sections:

Students’ Attitudes towards School, Values of Education and Achievement  

Motivation in Secondary School Students

One sample t‐test analysis was investigated to see students’ attitude towards school, values

of education and achievement motivation. The calculated means of the sample group of 362

respondents item scores of students’ attitude towards school (M=98.44), achievement motivation

(M=96.23) and values of education (M=95.55), were greater than expected mean scores (M=72, 66

and 69 respectively).

In case of students’ attitudes towards school, achievement motivation and values of

education item scores the calculated values of t (72.05, 54.02 and 64.97 respectively) were greater

than the critical t‐value (1.96), at 0.05, level of significance. These results revealed that, there were

significant differences. Furthermore, the p‐values obtained from the independent variables

(students’ attitude towards school, values of education and achievement motivation) were all

0.000s. These p‐values of the independent variables were less than 0.05 and all were significant.

All the three independent variables (students’ attitude towards school, values of education

and achievement motivation) were positive and significant. The comparison means of the sample

group revealed that students’ who have positive and significant attitudes towards schools have

scored higher grades than these who have lower attitude towards schools. Students’ who have

higher values of education outperform than students who have lower educational values. And

finally, students who have higher achievement motivation had outperform than students who are

weakly internally motivated.

 34

The findings were congruent with some available foreign studies. Altinok (2004)

emphasized that one of the students’ features that have an important effect on learning process is

students’ attitudes towards the school. Linnehan (2005) found that students’ have positive and

significant attitudes towards school. In the same study, he found that students’ who have positive

attitudestowards school and valued education are better in academic achievement. Furthermore,

Schreiber (2000) noted that positive attitudes are conducive to good performance.

Weiner and Poteoan (1997) concluded that school or academic success is associated with

high achievement orientation, self‐attribution of success to both effort and ability and a belief that

failure is not caused by lack of ability. One of the most important factors that lead one to his or her

goal is the drive. This drive is achievement motivation. Atkinson (1964) stated that achievement

motivation attempts to account for the determinants of the direction, magnitude and persistence of

behavior and it is the important domain of human activities. Dave (1979)stated that achievement

motivation is a desire to do well in relation to some standard of excellence. This assures that

achievement motivation is the critical element in students’ success and learning. According to the

Sadeghi (2006), the most important single ingredient in achievement motivation is a feeling of self‐

directed competence. Achievement motivation which is the drive for performance has been found

to have an influence on students’ academic behavior.

Lewis (2008) stated that values of education can make a very important contribution to

fostering strong positive relationship with academic achievement, positive dispositions to learning,

producing a calm teaching and learning environment.

This result contradicted the study result conducted by different scholars that some students

often perceive the school as another symbol of adult authority, full of restrictions and rules, and

quite often they decide to drop out. It is worth mentioning that individual students who hold

negative views towards school decided to drop out of school bring emotional frustration and

shatter the expectations people had in them for their future success. Fraser and Butts (1082)
 35

prowed that no correlation between attitude towards school and academic achievement and Rosen

(1991) that reported no significant relationship between academic achievement and achievement

motivation.

The Relationship between Students' Attitudes towards School, Values of Education,

Achievement Motivation and Academic Achievement

As Table 4 indicated, students’ attitude towards school, achievement motivation and values

of education were positively correlated with academic achievement ((r=0.548, p <0.01), (r=0.585,

p<0.01) and (r =0.661, p <0.01) respectively).

The t‐test for students’ attitudes towards school, values of education and achievement

motivation (t=12.43, 16.71 and 13.69) with academic achievement were greater than the t‐ critical

value (1.96) at 0.01 level of significance. The p‐value obtained from the correlation of the

independent variables and academic achievement was 0.01.  By comparing, the obtained p‐value

(0.01) was less than the probability error (0.05). These results indicated that there was positive and

significant relationship between independent variables and academic achievement.

Students’ attitudes towards school was positively correlated with academic achievement

(r=0.548, p p<0.01). The result revealed that as students’ attitudes towards school increase so does

academic achievement of students’ increase.Students’ attitudes towards school decrease as

students’ academic achievement also decrease. The relationship between values of education and

academic achievement was positively correlated (r=0.661, p <0.01). This result showed that as

students’ values of education increase, academic achievement also increase.Students’ values of

education decrease as students’ academic achievement motivation decrease. The relationship

between achievement motivation and academic achievement was positively correlated (r=0.585,

p<0.01). This result showed that as students’ achievement motivation increase so does students’

academic achievement increase. Or as students ‘achievement motivation decrease so does students’

academic achievement decrease.

 36

The t‐test for students’ attitudes towards school, values of education and achievement

motivation (t=12.43, 16.71 and 13.69) with academic achievement were greater than the t critical

value (1.96) at .01 level of significance. This result was indicated that there was positive,

significant and linear relationship between independent variables and academic achievement.   The

finding was congruent with some available foreign studies. Schreiber (2000) showed that positive

attitudes are conducive to good performance. Papanastasiou (2002) has demonstrated that there is a

significant correlation between attitude and achievement. Mahmood and Ismail (2011) work on

relationship between students’ attitude and the students’ academic performance show a positive

relationship. It was noted that some students often perceive the school as another symbol of adult

authority, full of restrictions and rules, and quite often they decide to dropout.    It is worth

mentioning that individual students who hold negative views towards school and decided to drop

out of school bring emotional frustration and shatter the expectations people had in them for their

future success.

This result contradicted the study result conducted by Fraser and Butts (1982) that revealed

as there is no correlation between attitudes and achievement. Ghanbarzadeh (2001) has reported

that although there is a relation between attitudes and achievement, this relation should not be

considered definite. Hence, he noted that being merely aware of an individual’s attitudes towards a

subject is a week predictor of his subsequent performance.

There was a significant and positive relationship between achievement motivation and

academic achievement (r = .585,p< .01). The study conducted by Morgan (1986) revealed that

academic performance of students is a function of achievement motivation. Further, Graham

(2004) shows that motivation is crucial to a students’ academic success at any age. However,

different types of motivation have different implications for academic achievement. If a student

has high levels of academic motivation, knowing whether that student is extrinsically or

intrinsically motivated may be important in making predictions about that student’s academic
 37

career. Blank (1997) foundout that students’ participation in academic motivation are more likely

to have increased levels of academic achievement and have lower dropout rates. Abesha (2012),

study also documented a significant and positive relationship among academic achievement

motivation and academic performance of Teachers’ Training Institutes (TTIs) students.  Goldberg

and Cornell (1998) found a positive relationship between intrinsic motivation and academic

achievement.

This result contradicted with the study result conducted by Rosen (1991) reported no significant

relationship between academic achievement motivation and subjects’ academic performance.

Abesha(2012) found that achievement motivation was not significantly related to academic

achievement, even though the relationship among the two variables was positive.

Finally, students’ values of education and academic achievement were correlated positively

and significantly in this research. The finding was congruent with some available foreign studies.

value of education is for enabling young people to study the contribution of the positive aspect of a

value to the enrichment of their character and the negative drawback of a disvalue which

impoverishes and denigrates the character. Lickona (1991) found that values of education in

schools in the USA are making a positive difference in the moral attitudes and behavior of

students. Lewis (2008) stated that values of education can make a very important contribution to

fostering strong positive relationship with academic achievement, positive dispositions to learning,

producing a calm teaching and learning environment.

However, many studies were conducted mainly on value education; the learners' values that they

are learning affect their progress. As the findings of this research not only students' progress due to

the school values the experience but also students' belief and academic performance affected. On

the other hand with less values of education learning can be handicapped.

Independent Effect of Predictor Variables on Academic Achievement

The combined effect which was defined as the intensity of relationship was .582. It was
 38

indicated that 58.2% of the variation in academic achievement was explained by value of

education, achievement motivation and attitude towards school. This implies that, variables other

than these considered in this study accounted for by 41.8% of the variability in students’ academic

achievement in secondary school of Gondar. This result was indicated the presence of other

important unmeasured case of students’ academic achievement. The significance of the overall

contribution of the independent variables (58.2%) was significant to academic achievement,

(f(3,358) = 166.443, p p < 0.000).

Regarding the relationship among the variables, the analysis of t‐test and the p‐value obtained with

variables depicted, the regression coefficients (βs) were statistically significant. The students’

attitudes towards school, values of education, achievement motivation had positive and significant

relationship with academic achievement. Hence, all the three independent variables were

significantly predict academic achievement.

Based on the results indicated above many scholars agreed that values of education, achievement

motivation, and students’ attitudes towards school were significant contributors of academic

achievement. According to Lickona (1991), there is positive correction that value of education in

school makes a positive difference moral attitude and behavior of students. Also Allen (1975)

expressed as value of education can contribute to solve environmental problems. Those individuals

who have high educational value tend to learn the given lesson better. We can conclude that

students highly valued education performed better in the school. Hence, a value of education is

good predictors of students’ academic achievement.

Achievement motivation is also significant predictor of academic achievement. The study of

Morgan (1986) revealed that academic performance of students is a function of achievement

motivation, with students high in achievement motivation out‐performing those with low

achievement motivation. Mitchell (1992) in his study of college students found out that intrinsic

motivation positively related to grade point average but not standardized test scores, and extrinsic
 39

motivation negatively related to both measures of academic achievement. Blank (1997) has found

out that students’ progress in academic motivation are more likely to have increased levels of

academic achievement and have lower dropout rates. They confirmed that, highly intrinsically

motivated students perform better in school. This is also true in the case of this study, students who

had high achievement motivation performed better in schools with respect to average academic

achievement. Regarding to the prediction of students’ attitudes toward school on academic

achievement Rebelo (2008) reported students’ school performance was influenced by the attitudes

they showed toward school, learning and commitment to school. He noted that students with lower

attitudes towards school have low performance and higher rate of school failure and students who

have positive attitudes towards school feel more satisfied with school academic values and perform

better. In addition, Linnehan (2995) found that students’ have positive and significant attitudes

towards school. In the same study, he found that students’ who have positive attitude towards

school and valued education are better in academic achievement. This study shows that, students

who have positive attitudes towards school, highly valued education and high in achievement

motivation performed better in academic achievement. Thus, it is proved that values of education,

achievement motivation and students attitude towards school are significant predictors of academic

achievement.
 40

6. Summary

From the aforementioned discussions, the following conclusions were derived: Students’

attitudes towards school, values of education and achievement motivation were positive and

significant in secondary school students. Students’ attitudes towards school, values of education

and achievement motivation had positive and significant relationship with academic achievement.

And students’ attitudes towards school, values of education and achievement motivation were

significant predictors of academic achievement.

 The affective factors are internal states that affect any overt behavior. They can negotiate the

students’ response toward learning and develop very strong feeling that motivates and triggers the

individuals to perform better. Therefore, applying this research finding in to practice is critically

important for all customers and stake holders involved in the education system because these

variables are influential for academic achievement.

 41

7. Recommendations

Based on the aforementioned discussions and conclusions the following recommendations were

made.

1. It would be advisable for supervisors, principals, teachers and parents to bear in mind that

affective factors like attitudes towards school, values of education, achievement motivation had

significant importance on students' academic achievement by preparing some kind of experience

sharing conferences, workshops and seminars as extra‐ curricular activities.

2. Individuals with low school attitudes, values of education and achievement motivation seem to

be impeded in performing their academic achievement. Therefore, teachers and school

practitioners should pay attention to the students’ attitude towards school, values of education and

achievement motivation. Since the variables are important predictors of academic performance.

3. Students unfavorable attitudes towards school, misperceptions towards values of education and

low achievement motivation    would prudently be investigated through student self‐report

checklist or questionnaire and early appropriate interventions could be taken by arranging special

program such as persuasion, modeling and by rendering counseling services.

4. Furthermore, an investigation should be carried out how to apply in practice   students’ attitudes

towards school, values of education and achievement motivation to enhance secondary school

students’ academic achievement.

 42

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