Education is a very important human activity, through which every organizational, national and international development goals could be attained. This study is identify the determinants of academic achievement of second year regular students by multilevel approach with specific objectives to assesses students’ academic achievement variations across departments; to investigate how covariates measured at the two levels affect the academic achievement of students and to compare multilevel linear regression model with single level linear regression model. Data were obtained from primary and secondary sources. A cross-sectional survey was conducted on a total of 260 students assigned in 18 departments from five colleges, using multistage stratified sampling technique. A designed questionnaire was used to obtain primary data. Factor analysis, multiple linear regression and multilevel linear regression were used to analyze the data. From the study, it was found out that multilevel modeling is better than the classical linear regression model in fitting the data and in explaining the variations of the academic achievement at different levels. The results revealed that there is high variation of academic achievement between students than between departments. The results also showed that the academic achievement of students was affected by factors: satisfaction in medium of instruction, instructor interest to teach, standard of lecturing and presenting, study hour and entrance results. Emotional in test, future goal related to education, perception to most subjects, sex, high school type, satisfaction in department administration, and absence of quizzes, tests and assignments were also found significant factors. Emotionality in test, high school type, and absence of quizzes, tests and assignments are negatively related with the achievement of students. Finally, we recommended, the university should set goals for giving training to strength student’s motivation, self-concept, and language proficiency. Also, the facilities related to academics and non-academic factors should be accessed and improved may help to derive quality education.
Tesfaye Denano Sorre, Zehiwot Hone Kebede, Tizazu Toma Shamena. Determinants of students’ academic achievements in Ethiopia by multilevel analysis approach: (The case of Wolaita Sodo University). International Journal of Multidisciplinary Research and Development, Volume 7, Issue 1, 2020, Pages 87-93