Affective and Cognitive Variables as Determinant of College Exit Examination Achievement in Bonga College of Teacher Education, Ethiopia

Abstract

The purpose of this study was to examine the affective and cognitive variables of pre-service teachers in Bonga College of Teacher Education. Using available sampling, all 144 student teachers of mathematics and environmental science generalist program were taken as a sample. The study used nonsurvey design and it utilized quantitative research method of data collection. From the independent t-test, correlation, and regression analysis, the study found that college cumulative grade point average was a dominant and significant predictor of generalist program student teachers’ exit examination achievement in the institution. The study further indicated the existence of statistically significant difference in the mean content achievement and college cumulative grade point average score.