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Learning Achievement in Afghan Context: Factors which have Role in Learning Achievement Among English Language Learners at Teacher Training College
Karlstad University.
2013 (English)Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
Abstract [en]

This study deals with learning achievement of English male and female learners in Sayed Jamaludin TTC. It is the first time that such research has been launched in the TTC. The number of female is higher rather than males. The female learners of the TTC seem to learn better than males’ students. The aim is to find the variables, which influence learning achievements of boys’ and girls’ language learning. A lot of studies of this kind have been conducted in this area in many different countries, but few researches have been done in Afghanistan.

This research attempts to find the variables and compare English learning achievement among students. The variables indicate the similar and different points of learning English achievements among the TTC learners.

The study covers Sayed Jamaludin main branch, city districts and Kabul Province district TTCs. The data is collected through questionnaires which distributed to 50 English teacher educators and 100 English language learners. In addition, the final semester learners’ average scores of 200 learners from each mentioned site of the TTC were collected and analyzed. The scores of 600 students were compared by maintaining variables such as learners` sex and their TTC location. The data from questionnaires are analyzed then compared through various factors from students’ and educators’ perspectives which are stated in findings and in discussion.

The inquiry proceeds through various steps. At first the collected data has been compiled in Microsoft Excel spreadsheets. Then, the collected data were arranged in small tables. After that, the findings were illustrated in tables. Such steps helped to discuss the findings in the light of the international and national scholarly literature.The findings determine various factors that influence learners’ English learning achievement.

The number of male and female, the role of learners’ relatives, learners’ living place, TTC location, teachers’ qualification, their university exam, and their final exam score effect learning achievement. The findings indicate that the difference between male and female learners’ scores in the TTC and their English learning are directly influenced by the variable mentioned above.

Place, publisher, year, edition, pages
National Category
Educational Sciences
URN: urn:nbn:se:kau:diva-32342OAI: diva2:722536
Subject / course
Applied Pedagogy
Educational program
Master of Education and Didactics (60/120 credits)
Available from: 2014-06-09 Created: 2014-06-09 Last updated: 2014-06-09Bibliographically approved

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