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“After all, most of the ‘Myth’ has some blurred empirical foundation: determinants of University level performance of students: case study of Rural Development Course covered in 2008 with in Mekelle University"

  • Mezgebo, Taddese

There is a widely accepted claim which insists that students’ performance at Ethiopian universities is constrained by poor educational input provided at high school level and especially by students’ limited capacity to communicate in English. For the specific course analyzed under this paper the impact of high school performance is found to be positive but very marginal. But based on Grade point average there is positive and significant association between high school performance and university performance, especially at freshman level. But this strong association is not specifically related to math or English performance per se but to over all performance.

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File URL: http://mpra.ub.uni-muenchen.de/17923/1/MPRA_paper_17923.pdf
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Paper provided by University Library of Munich, Germany in its series MPRA Paper with number 17923.

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Date of creation: 28 Sep 2008
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Handle: RePEc:pra:mprapa:17923
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  1. Bacolod, Marigee P. & Tobias, Justin L., 2006. "Schools, school quality and achievement growth: Evidence from the Philippines," Economics of Education Review, Elsevier, vol. 25(6), pages 619-632, December.
  2. Niaz Asadullah, Mohammad & Chaudhury, Nazmul & Dar, Amit, 2007. "Student achievement conditioned upon school selection: Religious and secular secondary school quality in Bangladesh," Economics of Education Review, Elsevier, vol. 26(6), pages 648-659, December.
  3. Ahmed, Akhter U. & del Ninno, Carlo, 2002. "The Food For Education program in Bangladesh," FCND discussion papers 138, International Food Policy Research Institute (IFPRI).
  4. Driscoll, Donna & Halcoussis, Dennis & Svorny, Shirley, 2008. "Gains in standardized test scores: Evidence of diminishing returns to achievement," Economics of Education Review, Elsevier, vol. 27(2), pages 211-220, April.
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