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The study aimed at examining the practice of employing authentic instruction and identifying predictors in upper primary mathematics lessons in Bahir Dar Special Administrative Zone, Amhara National Regional State, Ethiopia. The study employed a mixed-methods exploratory sequential design. Data were collected through observation, interviews, and questionnaires from upper primary school mathematics teachers. The authentic learning questionnaire was pilot tested, and the internal consistency was found to be.766. Qualitative data from interviews and observations were analyzed using content analysis while quantitative data from observations were analyzed using a one-sample t-test; on the other hand, quantitative data from questionnaires were analyzed using a one-sample t-test and hierarchical multiple regression. The results revealed that there was lack of effort to practice authentic instruction; the instruction did not situate learning in a real-life setting. The dimension level analyses showed that all ten dimensions of the authentic instructional model were poorly practiced. The findings also revealed that among several challenges, four factors appeared to be significant predictors: lack of understanding and skills in authentic learning, less suitability of mathematics curriculum, inflexible and short schedule and period, and large class size. The researchers recommended that responsible government bodies and teacher training institutions exert greater effort to change the situation. Training should be given to teachers to improve their understanding and skills, and the curriculum should be suited for authentic learning.

This study aimed to investigate the effects of English learning beliefs (ELBs) on English achievement via academic emotions (AEs). The study also examined gender and domain differences in ELBs and AEs. English learning beliefs involved in this study included beliefs about authority, difficulty, risk-taking, and the nature of English language learning. Among academic emotions, this study used only embarrassment, anxiety, and enjoyment. Undergraduate students (N = 440) were selected using the multistage sampling technique. The study used an English achievement test and closed-ended questionnaires to collect data. The study employed exploratory factor analysis (EFA) to factorize the dimensions of English learning beliefs and academic emotions. The present researchers employed structural equation modeling to determine the direct and indirect effects of English learning beliefs on English test scores; an independent samples t-test to explain gender differences (m = 315, f = 125); and multivariate analysis of variance (MANOVA) to assess group differences (social science = 154, natural science = 194, and technology group = 92) in dimensions of ELBs and AEs. The findings indicated that English learning beliefs had both direct and indirect effects on English achievement via embarrassment, anxiety, and enjoyment. Further, significant gender differences took place in authority belief, risk-taking belief, difficulty belief, embarrassment, and anxiety, but no gender difference took place in enjoyment. Further, MANOVA results showed significant domain differences in all English learning beliefs, embarrassment, and anxiety that favored the technology group. Finally, the article provides details of the analysis results, interpretations, discussions, and implications of the study.

Learning is the result of many factors that interplay within individuals. That is why most learning variables affect academic performances of learners in one way or another though the strength of their predictive power could vary. The present study aimed to examine the effects of previous English achievement on English learning beliefs (ELBs) that would consequently affect college academic performances. Four hundred and seventy three respondents participated in the study through multistage sampling. A 15 items questionnaire with a 5-point Likert Scale was used to measure students' English learning beliefs. Self-reported Ethiopian Higher education Entrance Examination result of English achievement of students was used to represent their previous English results, while a 25 items teacher-made test was used to assess students' English achievement. First year first semester Grade Point Average was also used from students themselves. The principal factor analysis method produced three dimensions of English learning beliefs: combined beliefs about authority and difficulty, nature of English language learning, and risk-taking beliefs. Coefficient alpha values of the components ranged from 0.77 to 0.92. Multiple regression and structural equation modeling were employed to analyze the collected data. The results indicated that past English achievement had significant direct and indirect effects on English test scores and semester grade point average (SGPA) at college. The study discussed the results and educational implications were forwarded.