Psychosocial Factors, Approaches to Learning and Academic Achievement in Polytechnic Colleges of West Hararge, Ethiopia

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 This study sought to determine the associations among psychosocial factors, approaches to
learning and the academic achievement. The study employed the descriptive correlational research
design. The target population was 5340 students from five Polytechnic Colleges in West Hararge
Zone. The study used Yamane’s (1967) formula to come up with the sample sizes of 372 students who
filled the questionnaire. Pearson Correlation Coefficient, multiple regression analysis and stepwise
multiple regression were employed to analyze the data. The study established that approaches to
learning and psychosocial factors are important ingredients for intended academic achievement to be
realized. It is recommended that education stakeholders in learning institutions under investigation
should pay due attentions to psychosocial factors as an imperative ingredient for intended academic
achievements to be realized.