The purpose of this study was to assess the role of English language proficiency on academic performance of Post Graduate Diploma in Teaching (PGDT) candidates. Random and available sampling techniques were employed. Accordingly, 50 candidates’ (41 male, 9 female) and two public Universities were sampled. Secondary data of candidates were obtained from the archives of sampled Universities’ registrar office. Simple linear regression and multiple linear regression analysis techniques were used. Language proficiency, University, grade point average, gender and University entry grade point were used as independent variables for multiple regression analysis; while academic performance was used as dependent variable. In the simple linear regression analysis, language was the only independent variable; whereas academic performance was the dependent variable. The study confirmed that language proficiency was found to be statistically significant predictor of academic performance with simple regression analysis with R Square (r2) value of 9.3% and sig’ value of P=.032. In multiple regression analysis, the model was also found to be statistically significant predictor of academic performance with r2=56.6% and P<.000. Accordingly, implications and recommendations of the study were discussed and forwarded.
| Published in | International Journal of Secondary Education (Volume 7, Issue 4) |
| DOI | 10.11648/j.ijsedu.20190704.13 |
| Page(s) | 107-115 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2019. Published by Science Publishing Group |
Explanatory Variable, Linear Regression, Multiple Regressions, Outcome Variable, Predictor, Proficiency
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APA Style
Fuad Ali, Hailemichael Lemma, Desalegn Motbaynor. (2019). The Role of English Language Proficiency as Determinant of PGDT Candidate Academic Performance Across Selected Public Universities of Ethiopia. International Journal of Secondary Education, 7(4), 107-115. https://doi.org/10.11648/j.ijsedu.20190704.13
ACS Style
Fuad Ali; Hailemichael Lemma; Desalegn Motbaynor. The Role of English Language Proficiency as Determinant of PGDT Candidate Academic Performance Across Selected Public Universities of Ethiopia. Int. J. Second. Educ. 2019, 7(4), 107-115. doi: 10.11648/j.ijsedu.20190704.13
AMA Style
Fuad Ali, Hailemichael Lemma, Desalegn Motbaynor. The Role of English Language Proficiency as Determinant of PGDT Candidate Academic Performance Across Selected Public Universities of Ethiopia. Int J Second Educ. 2019;7(4):107-115. doi: 10.11648/j.ijsedu.20190704.13
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Download@article{10.11648/j.ijsedu.20190704.13,
author = {Fuad Ali and Hailemichael Lemma and Desalegn Motbaynor},
title = {The Role of English Language Proficiency as Determinant of PGDT Candidate Academic Performance Across Selected Public Universities of Ethiopia},
journal = {International Journal of Secondary Education},
volume = {7},
number = {4},
pages = {107-115},
doi = {10.11648/j.ijsedu.20190704.13},
url = {https://doi.org/10.11648/j.ijsedu.20190704.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20190704.13},
abstract = {The purpose of this study was to assess the role of English language proficiency on academic performance of Post Graduate Diploma in Teaching (PGDT) candidates. Random and available sampling techniques were employed. Accordingly, 50 candidates’ (41 male, 9 female) and two public Universities were sampled. Secondary data of candidates were obtained from the archives of sampled Universities’ registrar office. Simple linear regression and multiple linear regression analysis techniques were used. Language proficiency, University, grade point average, gender and University entry grade point were used as independent variables for multiple regression analysis; while academic performance was used as dependent variable. In the simple linear regression analysis, language was the only independent variable; whereas academic performance was the dependent variable. The study confirmed that language proficiency was found to be statistically significant predictor of academic performance with simple regression analysis with R Square (r2) value of 9.3% and sig’ value of P=.032. In multiple regression analysis, the model was also found to be statistically significant predictor of academic performance with r2=56.6% and P<.000. Accordingly, implications and recommendations of the study were discussed and forwarded.},
year = {2019}
}
TY - JOUR T1 - The Role of English Language Proficiency as Determinant of PGDT Candidate Academic Performance Across Selected Public Universities of Ethiopia AU - Fuad Ali AU - Hailemichael Lemma AU - Desalegn Motbaynor Y1 - 2019/11/26 PY - 2019 N1 - https://doi.org/10.11648/j.ijsedu.20190704.13 DO - 10.11648/j.ijsedu.20190704.13 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 107 EP - 115 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20190704.13 AB - The purpose of this study was to assess the role of English language proficiency on academic performance of Post Graduate Diploma in Teaching (PGDT) candidates. Random and available sampling techniques were employed. Accordingly, 50 candidates’ (41 male, 9 female) and two public Universities were sampled. Secondary data of candidates were obtained from the archives of sampled Universities’ registrar office. Simple linear regression and multiple linear regression analysis techniques were used. Language proficiency, University, grade point average, gender and University entry grade point were used as independent variables for multiple regression analysis; while academic performance was used as dependent variable. In the simple linear regression analysis, language was the only independent variable; whereas academic performance was the dependent variable. The study confirmed that language proficiency was found to be statistically significant predictor of academic performance with simple regression analysis with R Square (r2) value of 9.3% and sig’ value of P=.032. In multiple regression analysis, the model was also found to be statistically significant predictor of academic performance with r2=56.6% and P<.000. Accordingly, implications and recommendations of the study were discussed and forwarded. VL - 7 IS - 4 ER -
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