First‑year college students’ emotional intelligence and help-seeking behaviours as correlates of their academic achievement

The main purpose of the study was examining the correlations of emotional intelligence, academic help-seeking behaviour, and psychological help-seeking behaviour on students’ academic achievement in Woldia College of Teacher Education (WCTE), Woldia, Ethiopia. The participants were 283 first‑year regular diploma students of the college in the academic year of 2015/2016. The study employed a quantitative approach which followed correlation design involving four instruments to collect data for the study: Emotional Intelligence Questionnaire, Academic Help-Seeking Behaviour Questionnaire, Psychological Help-Seeking Behaviour Questionnaire, and Cumulative Grade Point Average. To answer the research questions raised in the study, descriptive statistics such as mean and standard deviation and Pearson product-moment analysis, as well as inferential statistics such as independent sample t‑test, multiple regression tests, and beta coefficients were conducted. The Pearson correlation analysis reported the  following findings: (1) emotional intelligence, academic help-seeking behaviour and, psychological help-seeking behaviour had a significant positive correlation with students’ academic achievement; (2) emotional intelligence and academic help-seeking behaviour had a positive but not significant  correlation with each other; (3) however,  emotional intelligence was  negatively but not significantly correlated with psychological help-seeking behaviour. The multiple regression analysis showed that there was a significant contribution of emotional intelligence, academic help-seeking behaviour and psychological help-seeking behaviour to the total variance of academic achievement. The beta coefficients revealed that the independent contributions of independent variables of the study to the total variance of academic achievement were found to be emotional intelligence, academic help-seeking behaviour, and psychological help-seeking behaviour, respectively. The independent sample t‑test reported that there were  significant gender differences in students’ emotional intelligence and psychological help-seeking behaviour. The gender differences in academic help-seeking behaviour and academic achievement were not statistically significant. Finally, it was recommended that parents, instructors,  counsellors, and administrative bodies should work on promoting students’ emotional intelligence and developing students’ help-seeking behaviours (academic and psychological help-seeking behaviours) to enhance academic achievement of students in WCTE.Keywords: academic achievement; academic help-seeking behaviour;  emotional intelligence; psychological helpseeking behaviou

Relationshipsamong Perceptual Learning Styles Preferences and Academic Achievement of Students at Woldia College of Teachers Education, Ethiopia

The study was conducted to examine if there are significant relationships among perceptual learning styles preferences and academic achievement of students A sample size of 283 participants among 972 first year students at Woldia College of teachers education Ethiopia in 2016 2017were selected using stratified and simple random sampling techniques The study employed quantitative approach which followed a correlational design involving two instruments to collect data for the study Questionnaires perceptual learning styles inventory related to auditory visual and kinesthetic learning styles and document analysis Pearson product moment correlation coefficient and independent samples t-test were used to analyze data The Pearson correlation analysis reported a significant positive relationship between students perceptual learning styles preferences and academic achievement The independent samples t-test result indicated that there was statistically significant difference between male and female students mean scores in kinesthetic learning style In other words male students mean score M 2 7671 p 0 05 was significantly higher than female students did M 2 6034 p 0 05 in using kinesthetic learning style However there was no statistically significant difference between male and female students mean scores in visual and audio learning styles Finally it was recommended that teachers are expected to use variety of teaching methodology that can accommodate individual differences in the learning process And also counselors are expected to arrange individual and group counseling sessions orientation and short term training program to raise students awareness on perceptual learning style preference

First‑Year College Students’ Emotional Intelligence and Help-Seeking Behaviours as Correlates of their Academic Achievement

The main purpose of the study was examining the correlations of emotional intelligence, academic help-seeking behaviour, and psychological help-seeking behaviour on students’ academic achievement in Woldia College of Teacher Education (WCTE), Woldia, Ethiopia. The participants were 283 first‑year regular diploma students (179 males and 104 females) of the college in the academic year of 2015/2016. The study employed a quantitative approach which followed correlation design involving four instruments to collect data for the study: Emotional Intelligence Questionnaire, Academic Help-Seeking Behaviour Questionnaire, Psychological Help-Seeking Behaviour Questionnaire, and Cumulative Grade Point Average (CGPA). The reliability statistics for Emotional Intelligence, Academic Help-Seeking Behaviour and Psychological Help-Seeking Behaviour Questionnaires showed Cronbach Coefficient Alpha of 0.856, 0.882, and 0.873 respectively.  To answer the research questions raised in the study, descriptive statistics such as mean and standard deviation and Pearson product-moment analysis, as well as inferential statistics such as independent sample t‑test, multiple regression tests, and beta coefficients were conducted. The Pearson correlation analysis reported the following findings: (1) emotional intelligence, academic help-seekingbehaviour and, psychological help-seeking behaviour had a significant positive correlation with students’ academic achievement; (2) emotional intelligence and academic help-seeking behaviour had a positive but not significant correlation with each other; (3) however, emotional intelligence was negatively but not significantly correlated with psychological help-seeking behaviour.  The multiple regression analysis showed that there was a significant contribution of emotional intelligence, academic help-seeking behaviour and psychological help-seeking behaviour to the total variance of academic achievement (R2 = 0.383, F = 24.789, P < 0.05). The beta coefficients revealed that the independent contributions of independent variables of the study to the total variance of academic achievement were found to be emotional intelligence (22.0248%, which is 57.4634% ofthe total R2, which was 0.383), academic help-seeking behaviour (11.861%, which is 30.9457% of the total R2, which was 0.383, and psychological help-seeking behaviour (4.4426%, which is 11.5908% of the total R2, which was 0.383) respectively. The independent sample t‑test reported that there were significant gender differences in students’ emotional intelligence and psychological help-seeking behaviour. The gender differences in academic help-seeking behaviour and academicachievement were not statistically significant. Finally, it was recommended that parents, instructors, counsellors, and administrative bodies should work on promoting students’ emotional intelligence and developing students’ help-seeking behaviours (academic and psychological help-seeking behaviours) to enhance academic achievement of students in WCTE

Modifying the traditional plough - maresha - for better management of Vertisols

This chapter provides a brief description of relevant farmers' practices, the traditional implements used and the experience of the Joint Vertisols Project (1986-91) in developing simple and low-cost implements for Vertisols in a highland agricultural system

Early Child Hood Care and Education (ECCE): Practices and Challenges, The case of Woldia town, North East Ethiopia

The study attempted to assess the current practices and major challenges of Early Childhood Care and Education ECCE in Woldia town private owned 8 KG schools As a means mixed research method was employed to analyze both the collected qualitative and quantitative data Participants of this study were 123 KG children 32 teachers 8 principals 19 caregivers and34 parents who are members of Teacher Parent Student Association TPSA In order to select the participants purposive comprehensive stratified and simple random sampling techniques were applied The main data gathering instruments used in this study was observation questionnaire and FGD Moreover document analysis was also used to collect supplementary data Thematic data analysis techniques were also used to analyze the gathered qualitative data whereas the quantitative data were analyzed by using statistical technique analysis of variance and post hoc comparison The results obtained revealed that the studied private owned KG schools had no similar educational inputs Most of the schools have no adequate physical learning environment such as buildings classrooms indoor outdoor materials and equipment play grounds and professional qualification of teachers and care givers based on the standard Furthermore the practices and major challenges of ECCE were also identified Accordingly there was significance difference in effective utilization of some of the educational process Only three KG schools were frequently employing child based teaching methods Parents of these three schools children had better involvement in providing financial support assessing their children interest and academic progress Moreover lack of trained KG care givers assistant teachers and teachers absence of professional development in the field of ECCE inaccessibility physical learning environment of KGs inaccessibility of indoor outdoor materials and equipment for children with disability lack of budget on the ECC

Gender, Academic Self-Efficacy, and Goal Orientation as Predictors of Academic Achievement

The study attempted to assess the relationships between gender level of goal orientation academic self efficacy and academic performance in Woldia college of teachers education The study employed quantitative approach which followed correlation design in volving two instruments tocollect data questionnaires goal orientation scale and general academic self efficacy scale and document analysis students cumulative GPA Participants of this study were 482 second and third year students at Woldia College of Teachers Education in the academic year of 2016 2017 using stratified and simple random sampling techniques To answer the research questions on the study mean scores standard deviation pearson correlation and also inferencial statistics such as t-test and multiple regression were used to analyze the data The result of the study showed that there was statistically significant gender difference in students general self efficacy and academic achievement In case of this the mean score of male students academic self efficacy and CGPA were significantly higher than female counter parts Gender has an independent significant effect on students academic achievement Moreover the study implied that students with high goal orientation and general academic self efficacy are likely to get better academic achievement in the college Regarding to the relationship between gender and goal orientation results of correlation analysis indicated no significant relationship between students gender and goal orientation and no statistically significant relationship between students gender and general academic self efficacy was obtained in correlation analysis though gender alone has a significant contribution to students academic achievement The results of correlation analysis of the present study revealed that there were statistically significant relationship between goal orientation and general academic self efficacy Further more there was statistically significa

Sequential cropping of Vertisols in the Ethiopian highlands using a broadbed-and-furrow system

Investigates the effects of improved surface drainage on the productivity of Vertisols in a wheat-and-chickpea cropping trial conducted in 1987 at ILCA;s Debre Zeit research site in the Ethiopian highlands. Chickpea plots were subjected to four irrigation treatments, viz, no irrigation, irrigation at planting, 35 days and 70 days after planting. The trial showed that with a starter irrigation to aid the germination of a second crop, sequential cropping of two crops in the same growing season is feasible in the Debre Zeit

Effect of diet restriction on work performance and weight loss of local Zebu and Friesian X Boran crossbred oxen

Reports results of an experiment conducted to determine the effect of diet restriction on work performance and body weight in crossbred and local oxen worked as singles in farmers' fields around Debre Zeit, Ethiopia, during the normal cultivation season

Low-cost modifications of the traditional Ethiopian tine plough for land shaping and surface drainage of heavy clay soils: Preliminary results from on-farm verification trials

Describes modifications to the traditional ox-drawn ard plow (maresha) for use in the construction of terraces for soil conservation and of raised beds and furrows to facilitate drainage on heavy clay soils together with results of on-station and on-farm tests. Both modifications can be made by village craftsmen