Authors: Demewoz Admasu, Mehadi Abdo, Tesfaye Semela
The aim of the study is to investigate the impact of varying curricular experiences on the psychological well-being and academic achievement of students of higher education in the Ethiopian context. The target population was first-year students who were admitted to the Debub University possessing different entry behaviours. The first group includes those admitted in 2003/4 academic year after two years of pre-university preparatory programs in secondary schools based on the results of the University Entrance Examinations (UEE) (or the PPC group) and the other batch was admitted in 2002/03 based on the ESLCE results (the FPC group). A representative sample was drawn from four randomly selected faculties and colleges affiliated to the Debub University. Data was interpreted using bivariate and multivariate statistical analyses. The results show that PPC and FPC students differed to statistically significant extent in academic self-concept and academic achievement in favour of the latter. However, no variation was found in perceiving the way how their instructors treat them in class. Generally, achievement at the university was significantly predicted (p<.05) by academic self-concept (ASC), perceived instructors treatment (PTT), entry behaviour, and gender. Moreover, majority of the students from PPC group expressed dissatisfaction over their merger with their FPC counterparts (2=48.2, df =1, p<.0001). Implications of the findings for planning instruction in HEIs are discussed.