JIMMA UNIVERSITY

COLLEGE OF SOCIAL SCIENCES AND LAW

DEPARTMENT OF PSYCHOLOGY

THE IMPACT OF EXTERNAL LOCUS OF CONTROL ON

STUDENTS’ ACADEMIC ACHIEVEMENT: THE CASE OF
EDPM DEPARTMENT STUDENTS

BY: - ABEBE YITAYEW

A RESEARCH PAPER SUBMITTED FOR PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR B.A. DEGREE
IN PSYCHOLOGY

ADVISOR:- FISHA MIKRE (MA, MSC)

MAY, 2010
JIMMA - ETHIOPIA
 Acknowledgement

First and for most I would like to provide my heartful thanks for my advisor Ato Fisha
Mikre for his givining generous assistance without any feeling of exhaustion until the
successful accomplishment of the study and for my secretary W/rt Amelwork Getachew
as well as for all volunteer research respondents that were giving necessary information.

I
 Abstract

This descriptive survey study used quantities and qualitative methods to investigate the
impact of external locus of control on academic achievement of Jimma Universality,
Educational Planning and Management(EDPM) students. The general population of the
study were 171 students, 26 females and 145 males. Stratified random sampling
techniques was employed to select the respondents proportionally from box sex and to
reduce the variance between the respondents and the general population of the study.
Both open ended and rating scale questionnaires were used to collect research data. The
data was collected through the help of volunteer data collectors. The major variables that
was analyzed were external locus of control, CGPA, sex, and age. The variables were
analyzed by using descriptive statistics such as, mean, standard deviation, variance and
inferential statistics such as ANOVA, correlation, t-test and chi-square test. The result of
the study indicate that external locus of control and academic achievement have a strong
negative relationship with correlation coefficient of (-0.75) and 0.211 level of
significance. And respondents who were more likely attribute academic outcomes to
forces beyond their personal control were more likely to obtain lower grades. There is
significant difference between male and female students in their external locus of control
level. And at 0.05 alpha level and 16.92 level of significance the x 2 test revealed that age
does not brought change in academic locus of control. The research also identified the
major impacts of external locus of control on student’s learning achievement and based
on findings exposition to frequent stress is the major impact of external locus of control
by sharing 69.76% of the total respondents. Recommendation was given for counselors,
students, teachers and academic departments to play their own role in developing
students’ internal locus of control regarding their own learning.

II
 Table of Content
Acknowledgement................................................................................................................I
Abstract...............................................................................................................................II
Table of Content................................................................................................................III
Table of Content................................................................................................................III
List of tables........................................................................................................................V
Chapter One.........................................................................................................................1
1. Introduction..................................................................................................................1
1.1. Background of the study...........................................................................................1
1.2. Statement of the problem..........................................................................................3
1.3. Objective of the study...............................................................................................4
1.3.1. General objective...............................................................................................4
1.3.2. Specific objectives.............................................................................................4
1.4. Significance of the study..........................................................................................4
1.5. Delimitation of the study..........................................................................................5
1.6. Limitation of the study..............................................................................................5
1.6. Operational Definition of terms................................................................................5
Chapter Two........................................................................................................................6
2. Literature review..........................................................................................................6
2.1. Theoretical perspective.............................................................................................6
2.1.1. Julian Rooter: Social learning theory................................................................6
2.1.2. Social cognitive theory......................................................................................7
2.2. Cross-cultural variation of external locus of control................................................8
2.3. Development of external locus of control................................................................9
2.4. External locus of control and age.............................................................................9
2.5. External locus of control and sex..............................................................................9
2.6. Impacts of external locus of control on students’ learning achievement..................9
2.6.1. External locus of control and persistence at task...............................................9
2.6.2. External locus of control and stress.................................................................10
2.6.3. External locus of control and achievement at school and other psychological
characteristics............................................................................................................11

III
 2.6.4. External locus of control and motivation.........................................................11
Chapter Three....................................................................................................................13
3. Research Methods......................................................................................................13
3.1. Research design......................................................................................................13
3.2. Population of the study...........................................................................................13
3.3. Respondents............................................................................................................13
3.4. Sampling techniques and procedures......................................................................13
3.5. Data gathering instruments.....................................................................................14
3.6. Procedure of data collection...................................................................................14
3.7. Variables.................................................................................................................14
3.8. Data analysis...........................................................................................................15
3.9. Ethical consideration..............................................................................................15
Chapter Four......................................................................................................................16
Result and discussion.....................................................................................................16
4.1. Result......................................................................................................................16
4.1.1. General information.........................................................................................16
4.1.2. External locus of control and academic achievement......................................19
4.1.3. External locus of control and sex.....................................................................23
4.14 External locus of control and age..........................................................................24
4.15. Impacts of external locus of control on student’s learning achievement..............26
4.2. Discussion...............................................................................................................28
4.2.1. External locus of control and academic achievement......................................28
4.2.2. External locus of control and sex.....................................................................29
4.2.3. External locus of control and age....................................................................29
4.2.4. Impacts of external locus of control on student’s learning achievement.........30
Chapter Five.......................................................................................................................32
5. Conclusions and recommendations...........................................................................32
5.1. Conclusions.............................................................................................................32
5.2. Recommendation....................................................................................................33
Reference.......................................................................................................................34
Appendix............................................................................................................................36

IV
V
 List of tables

Table 4. 1. General information of the participants...........................................................17

Table 4. 2. Pearson correlation coefficient between academic achievement and external
locus of control..................................................................................................................19
Table 4. 3. Grouped frequency distribution on level of external locus of control.............20
Table 4. 4. ANOVA for the four external locus of control ranges and academic
achievement.......................................................................................................................20
Table 4. 5. ANOVA summary table..................................................................................21
Table 4. 6. Mean (  ) Score difference of each group with respect to its external locus of
control level.......................................................................................................................22
Table 4. 7. Means of males and females respondents on external locus of control...........23
Table 4. 8. t-test for male and female respondents............................................................24
Table 4. 9. Chi-square test for age and external locus of control......................................25
Table 4. 10. The impacts of external locus of control.......................................................26

Intr

VI
1. Introduction

1.1. Background of the study

Locus of control is the predominant construct in personality in which behavior is
predicted from the value that people have for particular reinforcement, their expectancies
about certain behavior effects up on the occurrence of reinforcement and the nature of a
given situation (Rotter, 1966). It includes both internal and external traits that link with
believing can do little to change the nature of experience and believing that experience
reflects individuals efforts, personal characteristics, and action respectively.

Many people with external locus of control have grown up with family that molded
typically external beliefs and are associated with family that have lower socio economic
status in the society. Societies experiencing social unrest increases the expectancies of
being out of control, so people in such societies become more externals (Schneemind,
1995: cited in Schultz and Schultz, 2005).

People who are identified to have an external locus of control tend to attribute their
experience to fate, chance or luck (Gershow, 1989). Moreover, they are characterized by
passivity, influence ability, conformity, and diminished ability to cope with stressful life
events. Students with external locus of control attribute their failures to having a bad day,
unfair grading procedures on their teachers part, or even God ’s will so that these students
might say “it does not matter how hard I study” and this in turn lead them to lack
persistence at work, not to learn from previous experience, and not to have very high
hevel of expectation.

Individuals with an external locus of control show more atypical expectancy shifts. They
exhibit decreased expectancies of success following success and increased expectations
of success following failure (Brehm, 1975).

1
Students with external locus of control seemed less likely to adopt problem solving
methods for dealing with their various problems, facing in the university rather they tend
to either ignore or give up to problems (Rees and Coope, 1992; Schill and Beyler, 1992).

Even in a field study concerning responses to natural disasters, externals with business
that had been destroyed by the flooding that accompanies Hurricane Hazel were found to
have reestablished themselves less likely than internals following the disaster. Deferential
rates of recovery were attributed to the greater emotionality and less problem focused
coping observed among externals in comparison to internals (Jessor, 1968; cited in
Kazdine, 2000). Similar findings were obtained among a sizable sample of Israeli soldiers
during the 1982 war in Lebanon, indicating non recovery from traumas were more
common at both two and three years after the war among externals, who had engaged in
emotion focused coping more than had internals.

Research findings have supported an association between external locus of control and
school adjustment. For example, in a study of students in grades five through eight,
Nunn, Mentgomery, and Nunn (1986) have found significant negative relationships
between external locus of control and lower level of achievement, and it was also
evidenced in both males and females.

Thus, the purpose of this study will to asses the impacts of external locus of control on
students’ learning achievement.

2
1.2. Statement of the problem
Students in the university often have been seen to attribute chances or external forces as
determinant of their success in academics nevertheless it is mostly a result of individual ’s
effort exert to attain what they want to achieve.

A student who does not strongly value academics success and expects that studying will
not result in high grade is quite less likely to study (1954, julian rotter). However, this
kind of sense of control over events or experiences sometimes are also linked with sex
differences. For example, men have a greater internal locus of control for questions
related academic achievement (stricklandand Hally, 1980: cited in schultz and schultz,
2005).

Patterns of students sense of control of their success and failure in academics, mostly
external locus of control, triggered the researcher to investigate the study. Primarily this
study was conducted to assess how much students’ belief of their success in academics
affects their actual achievement, vary as differences of sex, age, and have impacts on
students. There fore, for the purpose of this study, pedagogical science department
students were selected owing to the researcher has frequently observed them to attribute
their success in academics and other aspects of their life to God ’s and chance and their
failures on the other hand to un fair doing of teachers, un availability of enough books in
the library, incongruence of exam questions with course work. The observation of this
types of behavior or beliefs eagered the researcher to do this study in order to investigate
how much it affects them in learning achievement.
Thus, the researcher under this study will try to answer the following basic questions
1. To what extents does external locus of control affects students ’ academic
achievement?
2. Does external locus of control vary as a function of sex difference?
3. Are age and external locus of control related?
4. What are the impacts of external locus of control on students learning
achievement?

3
1.3. Objective of the study
1.3.1. General objective
The main objective of this study is to use the result of the study to study guidance of
students by serving as a written document especially for those individuals who are giving
guidance and counseling services for students.

1.3.2. Specific objectives

 To investigate the extent external locus of control affects students ’ academic
achievement
 To examine the variation of external locus of control as a function of sex, and age,
differences.
 To explore the impacts of external locus of control on the students learning
achievement.

1.4. Significance of the study

The study is significant to:
 Open the way to develop sense of internality among students in whole aspects of
their life.
 Contribute for guidance and counseling activity of counselors.
 Increase awareness of students of the university about the impacts of external
locus of control.
 Serve as a reference for individuals who are interested to conduct a study on the
issue.

4
1.5. Delimitation of the study
The research will conduct in, Haramya university department of IT. In the study the
department students that is third and fourth year included as study population. The
research will focus only on external locus of control of students rather than internal.

1.6. Operational Definition of terms

Locus of control:- people perception of destines or outcomes of performance as internal
or external controlled.
External locus of control:- The extent to which people perceive out comes as externally
controllable by powerful others.
Sex:- The biological aspects of maleness or femaleness.
Age:- The number of years elapsed since the birth of a person
Expectancy:- people perception of how likely certain outcomes will occur if they engage
in a particular behavior or activity.

5
 Chapter Two
2. Literature review

2.1. Theoretical perspective

2.1.1. Julian Rooter: Social learning theory
According to Rotter, the likelihood that we will engage in a particular behavior in a given
situation is influenced by two factors; expectancy and reinforcement value

Expectancy: is our perception of how likely it is that certain consequences will occur if
we engage in particular behavior with in a specific situation.

Reinforcement value: is basically how much we desire or dread the outcome that we
expect the behavior to produce. Thus students who strongly value academic success and
expects that studying will result in high grade is quit likely study (Rotter, 1954 cited in
Lawrence and Olive, 2001). Therefore, people with an internal locus of control believe
that life outcomes are largely under personal control and depend on their own behavior.
In contrast, people with an external locus of control believe that their fate has less to do
with their own efforts than with the influence of external factors, such as luck, chance,
and powerful others.

Locus of control is a highly researched personality variable quite consistently people with
an internal locus of control believe in amore self-determine fashion (Burger, 2000 cited in
Lawrence and Olive, 2001). In 1960s, for example, African Americans who actively
participated in the civil right movement were more internal on the internal-external scale
than were those who did not (Rotter, 1966 cited in Lawrence and Olive, 2001).
University students who are identified as having internal locus of control, achieve better
grade than those identified as having external locus of control, of equal academic ability,
probably because they link their studying to degree of success and hard work. Internals
are more likely to actively seek out the information needed to success in a given situation
(Ingold, 1989 cited in Lawrence and Olive, 2001).

6
2.1.2. Social cognitive theory
Social cognitive theory emphasizes on view of the persons as active and as using
cognitive processes to represent events, anticipates the future, chooses among courses of
action, and communicates with others (Mischel and Shoda, 1995 cited in Lawrence and
Olive, 2001).

By rejecting both the view that people are driven by inner forces and the view that they
are buffered by environmental stimuli, social cognitive theory suggests that behavior can
be explained in terms of an interaction between the person and the environment. Thus,
according to social cognitive theory, ones locus of control have been seen from the angle
of cognitive process.

Expectancy- Beliefs:- social cognitive theory emphasizes the expectancies people have
concerning events and the beliefs they have concerning themselves. For example, people
have expectancies concerning the behavior of others and rewards and punishment for
their own behavior in specific situations. They also have beliefs concerning their own
ability to handle the tasks and challenges presented by particular kinds of situations
clearly this involves cognitive process such as categorization of situations (for example,
work situations and fun situations, formal and informal, relaxed and threatening
situations, anticipation of the future and self-refection). What is emphasized here is that
situational specificity of person expectancies and beliefs; that is, generalized expectancies
and beliefs, such as the internal or external locus of control developed in relation to
specific situations or groups of situations.

Research using self report data clearly supports the view that people see them selves and
feeling and acting differently in different groups of situations (Pervin, 1976 cited in
Lawrence and Olive, 2001). The way in which individuals group the situations in their
lives and the feeling and behaviors they associate with these groups of situations will
primary determine their sense of control over the situations.

7
Goals:- The concept of goals, in social cognitive theory, is also considered as the main
factors to ability of people to anticipate the future and be self-motivated. It is goals that
guides us in establishing priorities and in selecting among situations and to have either
internal or external locus of control depending on a person selection of goals based on
what seems most important to him or her at the time, what the opportunities in the
environment appears to be, and his or her judgments of those goals self-efficiency
relative to the demand of the environment.

Competencies-skill:- social cognitive theory emphasize cognitive competencies and

skills, that is, the person’s ability to solve problems and cope with the problem of life
(contro:1980; mischel, 1980 cited in Lawrence and Olive, 2001). People often posses
such competencies in specific contexts; that is, a person competent in one contexts may
or may not competent in an other. Therefore, individuals ’ locus of control (sense of
control over situations) is also determined by their competency level they have over the
situation.

2.2. Cross-cultural variation of external locus of control

Cultural groups differ in their theories of personhood understanding of social causation
(Markus, kitayama, and Hieman, 1997). Western cultural groups perceive persons as an
independent and autonomous entity with internal locus of control that lead him or her to
act. Non western cultural groups, on the other hand, view the person as fundamentally
interdependent, interviewed in a social fabric involving roles, expectancies, and
interpersonal relationships that lead him or her to act externally. For example, Japanese
people tend to be more external in locus of control orientation than people in U.S,
whereas difference in locus of control between different countries with in Europe and
between the U.S. tended to be small (Berry, reporting, seagal, and Dasen, 1992). As berry
pointout, different ethnic groups with in the limited states have been compared on locus
of control, with blacks in the U.S. being more external than whites, even when socio-
economic status is controlled (Dyal, 1904; cited in Berry etal. 1992).

8
2.3. Development of external locus of control
The development of external locus of control originated with family styles and resources,
cultural stability and experiences with effort leading to reward. Many people with
external locus of control have grown up with family that molded typically external beliefs
and are associated with lower socio-economic status. Societies experiencing social unrest
increases the expectancies of being out of control, so people in such societies become
more externals. The research of Schneewind, 1995; cited in Schultz and Schultz, 2005
suggests that “children in large single parent families headed by women are more likely
to develop an external locus of control” (cchultz and Schultz, 2005; p439).

2.4. External locus of control and age

Evaluating teenages through 50 year’s olds, Morganat etal (1988) and Jensen etal. (1990)
found that an individual’s locus of control become more external as he or she gets older.
Longitudinal data collected by Gatz and karlel ceited in shonson etal, 2004) imply that
internality may up until middle age, and then after decrease indeed, there is evidence here
that changes in locus of control in later life relate more visible to increase externality,
rather than reduced internality.

2.5. External locus of control and sex

As Schultz and Schultz, 2005 point out, significant differences in locus of control have
not been found for adults in U.S population. However, this author also notes that there
may be specific sex-based differences for specific categories of item to assess locus of
control. For example, they cite evidence that men may have a greater internal locus of
control for questions related to academic achievement (Struck band and Italy 119 80;
cited in Schultz and Schultz, 2005).

2.6. Impacts of external locus of control on students’ learning achievement

2.6.1. External locus of control and persistence at task
Students with external locus of control basically attribute their success and failures in
academics to fate, chance or luck or unfair grading procedure on teacher parts
(Fieldland, 1992). And this make them to be more reluctant, hopefulness and forces them
to believe as they couldn’t control their destines by their own. Since they attribute their

9
successes and failures to external or others, they tend to luck persistence and not to have
very high level of expectation on their doing.

2.6.2. External locus of control and stress

In life there are many unusual, unpleasant, and threatening experiences which put people
under stress. If that stress is too severe or if it is perceived as such, it can lead to
damaging psychological well being (Lazarus, 1992 cited in steen berg, 2006).

He suggested that perception of threat is influenced not only by characteristics of the

stimulus, but also by characteristic of the individuals who perceives the stimulus.

One of these personal factors is the individual’s locus of control orientation. Individuals
who have external locus of control perceive the world differently than those who have
internal locus of central. Students characterized by external locus of control are more
prone to perceive threat and more likely to be threatened by stressors which are coming
as a result of over loaded of task, because they basically believe that task such situations
are uncontrollable to them, while internals are tend to see situations as controllable and
perceive them as less threatening. For example, while internal locus of control students
are able to work despite attempts destructing them, the performance of external locus of
control students decrease when the same stressors are present (Wolk and Bloom, 1978,
cited in Green beig, 2006).

When people are confronted with stress, they face two challenges: meeting the
requirement of the stress situation and protecting the self from psychological
disorganization (Lazarus, 1993, 2000). When they feel competent to handle the stress,
they may opt for problem focuses coping and approach the stress as a problem to be
solved; they move from merely thin king and worrying about their difficulties to actively
taking measures to deal with them, there by reducing stress. On the contrary, if they feel
or doubt their own competencies, emotion-focused coping mechanism may prevail and
this in turn leads them to either ignore or to give up to problems instead of trying to solve

10
the problem. In general, external locus of control is positively correlated with general life
stress (Evan and coman, 1993, cited in Green being, 2006).

2.6.3. External locus of control and achievement at school and other

psychological characteristics
Research findings have supported an association between external locus of control and
lower level of achievement at school and school adjustment (Montgomery, and Nunn
(1986). Tesiny, Lefk owitz, and Gordon (1980) have found that externality to be
negatively associated with performance in area of reading mathematics, and teacher
rating of study habits. A significant negative relationship exists between external locus of
control and perception of adjustment with in the home, school, and peer relationship. A
Student who does not exhibit ability to make his/her own decisions may be viewed as
passive, influenced by others, likely tended to conform easily, and has diminished ability
to cope with his/her problems, which decreases his/her social desirability and at the same
time decreases the amount of reinforcement available from his/her peers. Nunn and
Parish (1992) have also shown that students with external locus of control experience
frequent anxiety, have lower confidence and emotionally exhausted at the time of risky
situation since they believe that as they couldn’t cope from this threating situation by their
own.

2.6.4. External locus of control and motivation

Individuals identified as having internal locus of control are more likely tend to be highly
motivated, because they believe their actions will directly result in change, where as
individuals with an external locus of control tend to be less motivated and blame
circumstances or forces beyond their control.

Rotter (1975) point out that internality and externality represent two end of a continuum.
Example, individuals with an external locus of control attribute out comes of events to
external things or circumstances. For example, college students with a strong external
locus of control may believe that their grades are the result of good or bad luck, or to an
instructor who designs difficult tests. Hence, they are less likely to expect that their own

11
efforts will result in success and are there fore less likely to work hard for high grade as
well as to motivate.

According to Bender (1995) “a continued failure in spite of continued attempts at school

tasks leads to an external locus of control”. Further, a higher external locus of control in
turn, leads to a lack of motivation for study and school in general. If some one has an
external locus of control, he or she may feel that working hard is futile because their
efforts have only brought disappointment. Ultimately, they may perceive failure as being
their destines.

Developing an external locus of control also makes it easier to excuse poor performance
with out hurting the individual’s self-esteem (Basally and Snyder, 1988). By attributing
their failure to fate, chance or to the fault of some one else, they are able to escape the
potential damage that may come from attributing it to personal flaws or lack of ability.
However, if we consistently use this excuse, we may lose our motivation to improve.

Alderman and Medley (1997) noted that “Students who believe that their poor
performance is caused by factors out side their control are unlikely to see any reason to
hope for improvement. In contrast, if students attribute their poor performance to a lack
of important skills or to poor study habits, they are more likely to persist in the future ”. In
other words, students with an external locus of control are more likely to respond to
failure by giving up hope a not trying harder, where as those with an internal locus of
control are likely to respond to failure by trying harder to improve.

12
 Chapter Three
3. Research Methods

3.1. Research design

Descriptive survey type of research design was used owing to the type of questions that
the researcher wish to seek answer via the study are strongly related with beliefs of the
subjects with different socio-demographic characteristics and to conduct the study at
particular time.

3.2. Population of the study

The general population of the study was 2 nd and 3rd year EDPM department students
which are, 26 females and 145 males, a total of 171 students.

3.3. Respondents
50% of the population was selected from both academic year and sex, because of the less
sampling errors have and the greater the precision of the sample in representing the
population.
Academic status Population Respondents
II M=61 30
F=7 4
III M=84 42
F=19 10
Total 171 86
Table 3.1. The number of respondents was selected from both academic status and sex.

3.4. Sampling techniques and procedures

Stratified random sampling techniques was employed to select the respondents
proportionally from both academic years. And proportional allocation of sex groups was
maintained to give equal chance for both sexes and to reduce the variance between the
respondents and the general population of the study.

13
3.5. Data gathering instruments
Two types of questionnaires were used to collect data. Open and closed ended self report
questionnaires were used to gather data regarding socio-demographic characteristics of
the respondents and the impacts of external locus of control on students learning
achievement. The rationale for using open and closed questionnaires here is that for not
to limit respondents’ possible responses and to collect reliable information.

In the second type of questionnaire, rating scale was developed, by the researcher through
modifying what Rotter (1966) has already developed, for the purpose of measuring the
degree of external locus of control. The rationales to use this scale are the scale is quick
and economical to administer and provides direct and reliable assessment on the attitudes
and beliefs, and leads it self well to item analyses procedures. Even though the rating
scale was piolot tested in 1966 by Rotter himself and its reliability is recognized, the
researcher will use it by improving in some way for particular purpose of this study. The
validity of the scale is also checked by different social psychologists.

All items in the questionnaire were written in English language since the respondents are
literate and can understand English.

3.6. Procedure of data collection

All the necessary data were collected through the help of those volunteer data collectors
that were selected from both academic year and sex. The questionnaire was administered
to respondents after the aim of the questionnaire was expressed and their willingness is
asked. And the filled questionnaire again were collected with the help of those volunteer
data collectors.

3.7. Variables
In the case of investigating the extent external locus of control affects student ’s academic
achievement:
Cumulative GPA- dependent variable
External locus of control- Independent variable

14
In the case of knowing variation of external locus of control as a function of sex and age
differenc:

Sex independent variable

Age
External locus of control dependent variable

3.8. Data analysis

The collected data were analyzed by using descriptive statistics such as mean score and
standard deviation of external locus of control based on the score the respondents have on
rating scale. Inferential statistics such as ANOVA to examine the variance of those
students who are group at different level of external locus of control on academic
achievement.

In dependent sample t-test to investigate sex differences on external locus of control

because of there are two samples group that are females and males which are drawn from
the total population and because of there are the assumption that the population from
which the sample were taken should be normally distributed and homogeneity of variance
is maintained. And correlation specifically Pearson product moment and chi-square test
were computed in order to see the extent to which external locus of control is related to
academic achievement and age respectively. The impacts of external locus of control was
analyzed by using percentage. All the analyzed data was organized and summarized by
using tables.

3.9. Ethical consideration

Each and every activity in the study was conducted by respecting respondents dignity and
maintaining their privacy. With out their awareness of the issue and willingness, nothing
was done.

15
 Chapter Four
Result and discussion

4.1. Result
Based on the distributed questionnaires result, all the relevant findings are presented and
discussed, including those that do not support the hypothesis, under this section clearly.

4.1.1. General information

The general information of the participants regarding their academic status, sex, age,
mean score values on the scale, and mean CGPA with respect to percentage share have
presented in the following table.

16
Table 4. 1. General information of the participants

Variables No of respondents % share

Academic status II Year 34 39.53
III Year 52 60.47
Total 86 100
Sex Male 72 83.72
Female 14 16.28
Total 86 100
Age 18-19 24 27.9
20-21 31 36.04
22-23 20 23.25
>24 11 12.79
Total 86 100
Mean CGPA >2.9 51 59.31
<2.9 35 40.69
Total 86 100
Mean score values on the scale >Bench mark (37.5) 54 62.79
<bench mark 32 37.2
Total 86 100
N.B: Bench Mark = Number of item x media
= 15 x 2.5 = 37.5

As the above table shows, the total number of the participants were 86, among which, 34
of them were II year students that shares 39.53% of the total participants and 52 of them
were III year students that shares 60.47%. This indicates that the number of III year
participants included under this study were larger than those of II year participants.

The table also shows the number of male and female respondents. Among the total
number of the participants, 72 of them were male and the rest 14 of them were females
with 83.72% and 16.28% shares from the total number of participants respectively. This

17
was primarily due to all the participants of the study were drawn from the population
proportionally.

The larger proportion of the participants was covered by those who are in 20-21 age
interval, 31 which shares 36.04% of the respondents. The number of respondents who
were in 18-19 age interval were 24, that shares 27.9% of the respondents. The least
number of respondents were the age > 24. There were only 11 respondents that shares
12.79% of the respondents above the age 24 then, the majority of respondents in this
study are between the age range of 20-21.

Among the total respondents, 51 of them have got above the mean CGPA (2.92) that
shares 59.31%) of the respondents and 35 of them below the mean CGPA (2.92) which
shares 40.69% of the respondents.

Based on the respondent’s score have on the administered scale test, 54 of them scored
above the benchmark of the test (37.5) and the rest 32 of them have scored below the
bench mark (37.5).

18
4.1.2. External locus of control and academic achievement.
In order to see the extent external locus of control affects student ’s academic
achievement, Pearson product movement correlation coefficient was computed in this
study and the following result was found.

Table 4. 2. Pearson correlation coefficient between academic achievement and

external locus of control

Characters (Variables)
External locus of control (x) Academic achievement (y)
42.7 2.9
3672 248.97
172380 738.1481

= 10229.96
= 914217.84
= -0.76

As it has been shown in the above table, the correlation of external locus of control and
academic achievement was -0.76. This indicates that at 84 dF and 0.211 level of
significance there is a strong negative relationship between external locus of control and
academic achievement. This means that as the tendency of respondent ’s attribution of
their success in academic to external things or powerful others increases, their academic
achievement become decrease. They showed tendencies to attribute their academic
achievement on factors such as luck, teachers’ unfair doing, God’s will.

To make inference this result to the general population, in this research, analysis of
variance has also used basically to examine whether there is significant variation among
those respondents who are grouped at different level of external locus of control in their
academic achievement or not. For the purpose of doing so, the researcher assigned the
respondents in to four groups based on their level of external locus of control by
employing group frequency distribution techniques as follow:

19
Table 4. 3. Grouped frequency distribution on level of external locus of control

Data on external locus of control Mid point (Class Frequency (f) C/frequency
mark0
Very strong external locus of control 67 10 86
(59-75)
Strong external locus of control = 50 38 76
(42-58)
Moderate external locus of control = 33 29 38
(25-41)
Weak external locus of control = 16 9 9
(8-24)

Range = 70- 8= 62
Number of class interval = 4
Size of the class interval = 16
After the respondents categorized in to four groups based on their external locus of
control level, their academic achievement with respect to their external locus of control
level was also maintained in the following manner.

Table 4. 4. ANOVA for the four external locus of control ranges and
academic achievement
Characters Very strong external Strong external Moderate external Weak external
locus of control locus of control locus of control locus of control
24.49 106.24 89.6 29.76
60.55 302.97 280.64 99.44

2.44 2.79 3.08 3.3

n 10 38 29 9

Table 4. 5. ANOVA summary table

20
Source of variation Ss dF Ms F
Between groups 4.96 3 1.65 12.69
With in groups 11.38 82 0.13
Total 16.34 85

The critical value of F-test at 3 degree of freedom for nominator and 82 degree of
freedom for denominator and 0.05 alpha level was 2.73. this value was less than the value
of observed F- (12.69). Hence, the ANOVA statistics revealed that there is a statistical
significant variation in CGPA among students who exhibit different levels of external
locus of control. In order to exactly know between which groups the variance has
obtained, the researcher has a gain employed multiple comparisons among means
techniques, Tukey HSD (post hoc test). The reasons the researcher needs to compute the
Tukey test here is that, because of the F test indicated as there is significant variations in
CGPA among students who exhibit different levels of external locus of control and to
exactly know between which groups the variance has obtained.

21
Table 4. 6. Mean ( ) Score difference of each group with respect to its external
locus of control level.

very strong strong moderate weak external

external locus of external locus external locus of locus of
control = 2.44 of control= 2.78 control = 3.08 control= 3.3
very strong 2.44 0.00 0.3 0.64 0.86
external locus
of control
strong 2.79 0.00 0.29 0.51
external locus
of control
moderate 3.08 0.00 0.22
external locus
of control
weak 3.3 0.00
external locus
of control

To reach on decision between which groups have shown significant mean variations in
academics, calculating the value of the Tukey test or honestly significant difference
(HSD) test was needed.

Thukey test (HSD) =

= 0.33

22
This means that those mean differences that are either greater or equal to 0.33 were taken
as significant difference. Based on this, the turkey test revealed that there was significant
mean difference between:

1. Very strong external locus of control and strong external locus of control
2. Very strong external locus of control and moderate external locus of control
3. Very strong external locus of control and weak external locus of control.
4. Strong external locus of control and weak external locus of control

There fore, those respondents who have weak and moderate external locus of control
were better in their academic achievement than those who have very strong and strong
external locus of control. And also those who have strong external locus of control were
better in their academic achievement than those who have very strong external locus of
control.

4.1.3. External locus of control and sex

Based on the rating scale test that was administered basically to measure the magnitude
of external locus of control, regarding whether there is significant mean difference
between males and females respondents on their level of external locus of control or not,
the following result was found.

Table 4. 7. Means of males and females respondents on external locus of control

Character Male Female Total

40.7 52.07 42.7
n 72 14 86
Benchmark = Number of item X median
= 15 X 2.5 = 37.5

As it was observed from the above table, from the number of item (15) and the rating
scale median (2.5), the bench mark or reference point for the magnitude of external locus

23
of control is 37.5(15 x 2.5). The mean external locus of control for the whole respondents
was 42.7 which is greater than the bench mark. Therefore, the respondents were more
likely tended to attribute externally. However, investigating sex difference on external
locus of control was also the major task of this research and in order to do so,
independent sample t-test was employed and the following findings were obtained.

Table 4. 8. t-test for male and female respondents

Characters Male Female S2 pool = 1.16

40.7 52.07 S -S = 0.3
S2 13.15 10.92 dF = 84
N 72 14 tcv = 1.98
t = 3.18

As one can easily observe from the above table, the critical value for the independent
sample t-test is (1.98) and the observed t-test value is 3.18. Therefore, independent
sample t-test revealed that there is a statistical significant difference between males and
females respondents on their external locus of control score. This means that females
respondents have more likely tended to attribute externally regarding their academic
achievement than that of males respondents.

4.14 External locus of control and age

To address the issue of whether there is relationship between external locus of control
and age, in this research, chi-square test was computed by categorizing the respondents in
to four groups based on their respective age group and the following result was obtained.

24
Table 4. 9. Chi-square test for age and external locus of control

Age levels External locus of control level

Very Strong external Moderate Weak Total
strong locus of control external external
external locus of locus of
locus of control control
control
18-19 1(2.79) fe 12(10.6) fe 9(8.09) fe 2(2.51) fe 24
20-21 4(3.64) fe 14(13.69) fe 10(10.45) fe 3(3.24) fe 31
22-23 3(2.32) fe 8(8.8) fe 7(6.74) fe 2(2.09) fe 20
>24 2(1.23) fe 4(4.86) fe 3(3.7) fe 2(1.15) fe 11
Total 10 38 29 9 86

N.B expected value (fe) = Raw total x column total

Grand total

X2 = (fo –fe)2 = 3.23

fe

(Raw -1) (column- 1) Df = 16.92

As it has observed in the above result, the observed x 2 value is 3.23 while the table x 2
value is 16.92. the table x2 value is greater than the observed x2 value. There froe, at 0.05
alpha level and 9 degree of freedom the x 2 test revealed that those respondents who were
at different level of age groups were not significantly differ in their external locus of
control level than what we expect by chance. This means that the difference in level of
external locus of control showed at different age levels were not due to age factors rather
it may be by chance. For example, it was observed that 1,4,3 and 2 respondents with very
strong external locus of control level in 18-19, 20-21, 22-23, and > 24 age group
respectively. Here is, if age had been determinant factor for external locus of control
level, as age level increased external locus of control level would also become increase.

25
But by chance 1 respondent in 18-19 age group and 4 respondents in 20-21 age group
were with very strong external locus of control level.

4.15. Impacts of external locus of control on student’s learning

achievement
In this research, open and closed –ended questions was administered for the purpose of
identifying the major impacts of external locus of control on student ’s learning
achievement. And the following result was founded and analyzed by percentage.

Table 4. 10. The impacts of external locus of control

Impacts No of respondents
M % share F % share Total No % share
Lack persistence 41 47.67 11 12.79 52 60.46
Decrease in self confidence 17 19.76 14 16.27 31 36.04
Loss motivation 47 54.65 9 10.46 56 65.11
Decrease in academic 24 27.9 12 13.95 36 41.86
achievement
Loss expectation of success 13 15.11 13 15.11 26 30.23
Emotional exhaustion 9 10.46 8 9.3 17 19.76
Threatened by stress easily 47 54.65 13 15.11 60 69.76
Exposed to frequent anxiety 7 8.13 9 10.46 16 18.6
Influenced by others easily 5 5.81 3 3.48 8 9.3

The above table showed that the impact of external locus of control on student ’s learning
achievement with their respective percentage shares.

As one can observe from the table, those respondents who said having external locus of
control exposed to stress easily are greater than others, which are 60 that shares (69.76%)
of the total respondents.

26
From which, the male respondents were 47 and the females 13 that shares 54.65% and
15.11% of the total respondents respectively.

Next to stress, a loss of motivation to task was the second impact that 56 respondents,
(69.11%) of the respondents taken it as the major impact of external locus of control.

From all impacts of external locus of control, the number of respondents who said having
external locus of control on learning makes individuals influenced easily by others were
so small than others, which were 8 that shares 9.3% of the total respondents. From which,
the male respondents were 5 and the females were 3 that shares 5.81% and 3.48% of the
total respondents respectively.

Regarding the impact of external locus of control in decreasing self-confidence, all

females respondents have agreed on it while only 17 male respondents indicate it as
impact.

Generally, although the number of females respondents were too smaller than males
respondents in this research, they have greater percentage shares relative to their number
in responding to each impacts of external locus of control on learning achievement.

27
4.2. Discussion
4.2.1. External locus of control and academic achievement
Researche findings have supported an association between external locus of control and
lower level of achievement at school and internal locus of control with higher academic
achievement (Findlay and Cooper, 1983). According to Bender, (1995), external locus of
control and academic achievement have significant negative relationship because of
students who have external locus of control are basically less likely tended to motivate
for study and school in general and they feel that working hard is futile because their
efforts have only brought disappointment.

According to social learning theory, the likelihood that students engage in studying or
motivate for study is influenced by expectancy and reinforcement value. Students with
external locus of control mostly give less value for their efforts in bringing academic
success and do not expect that studying will result in high grade. For example, college
students with a strong external locus of control may believe that their grades are the result
of good or bad luck, or teacher who designs bad tests. Hence, they are less likely to
expect that their own efforts will result in success and are therefore less likely to work
hard for high grade. This obviously results in low achievement in grade (Rotter, 1975
cited in Lawrence and olive, 2001).

In this research, in order to see the extent external locus of control affects student ’s
academic achievement, Pearson product movement correlation coefficient was computed
and the correlation of external locus of control and academic achievement was -0.76.
This indicates that at 84 degree of freedom and 0.211 level of significance the Pearson
correlation coefficient indicate there is strong negative relationship between external
locus of control and academic achievement.

Although it is very difficult to definitely say the findings of this study regarding the
relationship between external locus of control and academic achievement is similar with

28
Bender’s (1995) finding, it seems similar to some extent since both indicated their
significant negative relationship.

4.2.2. External locus of control and sex

As Schultz and Shultz (2005), point out significant difference in locus of control have not
been found for adults in U.S population. However, this author also note that there may be
specific sex –based differences for specific categories of item to assess locus of control.
For example, they cite evidence that men may have a greater internal locus of control
(Weak external locus of control) for questions related to academic achievement (Strick
land and Haley, 1980: cited in Schultz and Schultz 2000).

In this research was also required to study whether there is significant mean difference
between males and females respondents on their level of external locus of control. based
on the findings of this study, since the mean external locus of control for the whole
respondents was 42.7 which is grater than the bench mark of the scale, the respondents
have higher external locus of control on their learning. And based on the independent
sample t-test result, there is a statistical significant mean difference between males and
females respondents on their external locus of control level. This means that females have
more external locus of control regarding their academic achievement than that of males.

This result seems similar with what (Struck land ’s and Haley ’s, 1980; cited in Schultz and
Schultz, 2000) research findings since it is also indicates that females have more external
locus of control for questions related to academic achievement.

4.2.3. External locus of control and age

A survey of 744 first year student at an Australian university provides no evidence of
significant age differences in those students’ perceptions of their control over their own
learning. A follow up survey of 182 of this sample over two years latter suggests that
neither maturation nor the impact of tertiary study has brought about significant change
in these students’ academic locus of control (David Watkins, 1987).

29
In this research was also examined the issue by grouping all the respondents in to four
groups based on their respective age groups and the external locus of control difference
among such groups was done by employing x 2 test and at 0.05 alpha level and 16.92
significance level it revealed that there is no statistical significant difference among those
four age range groups in their external locus of control level than what we expect by
chance. This indicates that the issue of age does not brought significant change in
respondent’s academic locus of control even though evaluating teenagers through 50
years old Morgant, (1981) and Jensen, (1990) found that an individual ’s locus of control
become more external as he or she gets older.

4.2.4. Impacts of external locus of control on student’s learning

achievement
According to social cognitive theory, ones locus of control on certain events or issues
have been seen from the angle of cognitive process (expectancies –Beliefs,
competencies-skill, and Goals). The expectancies students have concerning their
education and the belief they have concerning their own ability to handle the tasks and
challenges presented will determine their success in academics. Research using self
–report data supports the view that people see them selves and acting differently in
different situations. The way in which individuals group the situations in their lives and
the feeling and behavior they associate with these groups of situations will determine
their sense of control over the situation (Pervin, 1976 cited in Lawrence and Olive, 2001).
Therefore, those individuals who basically believe that their success in academic is in the
hand of other else or powerful others are more likely to feel less competent and less likely
to motivate for study.

Field Land (1992), also point out that student with external locus of control attributes
their success and failures in academics to fate, chance or luck or unfair grading procedure
on teacher parts. And this type of perceptions of their control over their own learning has
its own negative impact on persistence at study. Since they believe that their efforts have
no as such significant role in determining success in academics, students with higher
external locus of control are less likely to study hard and lack persistence at task, exposed
to frequent stress, have lower academic achievement and less likely motivate to study.

30
Even though there is no research findings that clearly indicates the major impacts of
external locus of control on students learning achievements, based on this research
findings also showed that stress and loss of motivation are the major impacts of external
locus of control on student’s learning achievement by sharing 69.77% and 65.11% of the
total respondents respectively.

31
 Chapter Five
5. Conclusions and recommendations

5.1. Conclusions
There are many factors which negatively affect students’ academic acheimvent. Among
such factors, students’ personality construct is one of the factors. Locus of control is also
the major personality component that may determine students’ academic success.
Therefore, the purpose of this study was to assess the impacts of external locus of control
on students’ academic achievement. In order to do so, in this research, various statistical
techniques or methods have been employed and the following conclusions are made
based on the results obtained.

External locus of control and academic achievement have strong negative relationship
with -0.76 correlation coefficient and 0.211 level of significance. This means that as
student’s external attribution level on their own learning is increased, their academic
achievement also becomes lower and lower. And also respondents who are grouped at
different level of external locus of control have a statistically significant variation in their
academic achievement. There is also a statistically significant difference among male and
female students with respect to their level of external locus of control. Females likely
tended to attribute their success in academics to external things than that of male
respondents. The result also showed that age does not brought change in academic locus
of control.

The study was also clearly identified that the major impacts of having external locus of
control on student’s learning achievement with their severity level. Based on the findings
of this research, stress, loss of motivation to study hard and lack of persistence at study
were the major impacts of external locus of control on student’s learning achievement.

32
5.2. Recommendation
By considering the objective and results of this study, the following points are presented
as recommendation.
 In guidance and counseling services, counselors should take in to consideration
the issue of locus of control and should provide information about the negative
impacts of external locus of control on students learning achievement.
 Students should develop internal locus of control regarding their own learning
through;
1. Setting goals for them selves and note how by working towards these and they
can control what happens in their academic life.
2. Developing their decision making and problem solving skills so that they can feel
more confident, and in control of what happens.
3. Paying attention to their self-tack when they hear them-selves saying things like
“I have no choice” or “There is nothing I can do”, step back and remind them
selves that they can do, have some degree of control.

 Since the way the teachers and academic departments follow in teaching students
may be the cause for students to develop sense of externality regarding their
success in academics, they should create conducive work environment through
making their relationship with students good and making themselves free from
bias as much as possible.

33
 Reference
 Anderman, L. and Midgley,M. (1997). Locus of control and achievement
motivation. Retrived form http://www. Units muohio. edu/Psybersite/control/
education.shtml/. April30,2010.
 Bender.L. (1995).Locus of control and achievement motivation. Retrieved from
http://www.units.muohio.edu/psbersite/control/education.shtml/.April,27,2010.
 Berry, J.W, Dasen, P.R Portinga, Y.H and Segal, M.H (1992) cross-cultural issues
in locus of control. Retrieved from http://en.wikipedia.org/wikil/locus of control.
January 26,1010.
 Brehm, M. (1975). Locus of control and expectations. Retrieved from
http://www.aeaweb.org/aea/conference/program/retrive.php.pd...4k.
January,24,2010
 Findley, M.J and Cooper, H.M. (1983). Locus of control and achievement
motivation. Retrived fromhttp://www.units.muohio.edu/ psbersite/control/
education. shtml/. April,26,2010.
 Gershow P.J. (1989). Locus of control. Retrieved from
http://wik.edu/Index.php/Locus-of-control. January 29,2010
 Greenberg, S (2006). Comprehensive stress management (9th ed) Madison; Brown
and Benchmark Publishers.
 Hiemans K.M. (1997). Cross-cultural issues in Locus of control. Retrived from
http://en.wikipedia.org/wiki/Locus of control. January 26, 2010
 Jensen, K. (1990). and morgant. L.(1981). Locus of control and age. Retrieved
from http://.encylopedia.com/doc/.May2,2010.
 Kazdin, E (2000). Encyclopedia of psychology:vol.5. Locus of control. Oxford,
UN. Press.
 Lawrence, A and Olive, P (2001) personality theory and research (8th ed)-
Berkely: University of California.
 Lazarus F.J. (1993,2000). Locus of control and stress. Retrieved from http://find
articles.com/p/articles/mi 6894/is. April, 26,2010.

34
 Montgomery K.W. and Nunn M.N. (1986). Locus of control and achievement in
education. Retrieved from http://www.units.muohio.edu.Education Loc. February
13,2010
 Rotter, J. B. (1996). Generalized expectancies for internal versus external locus of
control for reinforcement. Retrieved from
http://wilderdom.com/psychology/locus of control/what is.htm/. February 3,2010
 Schultz, D.P. and Schultz, S.E. (2005). Locus of control. Retrieved from
http://en.wikipedia.org/wiki/locus of control. February 9, 2010

35
 Appendix
Table 4.1. External locus of control levels with academic achievement

Very strong external Strong external Moderate external Weak external locus
locus of control (x) locus of control (x) locus of control (x) of control (x)
2.4. 2.65 3.4 3.6
2.6 2.9 3 3.7
2.62 2.3 3.6 3.46
2.5 3.6 3.42 3.7
2.26 2.6 2.5 3.62
2.2 2.85 3.5 3
2.2 3 3.42 2.6
2.21 2.7 2.5 3.3
2.1 2.8 2.5 2
3 2.8 3.45
3 2.5
2.85 3
2.4 3
2.85 2.86
2.69 3.15
2.69 2.84
2.5 3
2.82 2
3.2 3.5
3 3.2
2.25 3.11
2.92 3.22
2.84 3.3
2.2 2.86
2.3 3.4
3.15 2.7
2.5 2.7
3.5 3.24
3.15 3.25
3.18
3.2
3
2.5
2.2
2.85
3.1
2.2
2

36
 Jimma University
College of Social sciences and law
Department of psychology
Questionnaire
This questionnaire is prepared to be filled by EDPM students for the purpose of assessing
how much students beliefs, attitudes, and perceptions of sense of control on their destines
or achievement in academics have impacts on their actual achievement. The
questionnaire has three parts with different purpose, so that please fill the questions
frankly and honestly for each part according to the instruction.
Thank you for your willingness to do so!!

Part I. Personal background information

1. Sex Male Female
2. Age ________
3. GPA ________________

Part II. This part contains questions that help to measure the extent or degree individuals
attribute their success in academics to external things or power full others. Read each
statement carefully and then indicate the extent to which you agree or disagree using the
following responses. If you find that the responses to be used in answering do not
adequately reflect your own opinion, use the one that is closest to the way you feel.
Strongly agree = (5) Disagree slightly = SLD (2)
Some what agree = )SMA (4) Disagree some what = SMD (1)
Slightly agree = SLA(3) Strongly disagree = SD(0)

37
No SA SMA SLA ALD SMD SD
1 Many times exam questions are unrelated to course
work, so that studying is really useless
2 Getting a good grade mainly depends on being friend,
relative or has extra relation with teachers
3 It is not always useful to plan far ahead because many
things may be changed as a matter of chance
4 What ever students tried to study hard their success is
already determined by God
5 Nothing good thing I will get even if I succeed my
education with a good grade
6 Accidental happenings have a great role in
determining students grade
7 Even if you have good interpersonal skills and know
how to get along with others, getting people to like
you is difficult
8 If students get conflict with teachers in grading, it is
very difficult to correct it.
9 Most students are unable to succeed in their
education due to luck
10 There will always be failure, no matter how hard
students try to prevent it.
11 Grades depend on the kindness of the instructor
12 Although students have tried to get a good grade,
their efforts often passes without being useful in
doing so.
13 It is very difficult to study hard unless other wise
students have enough amount of money for
recreation.

38
14 Students often failed at test because of teachers made
the test so hard deliberately
15 Grades mainly depend on the time given for tests,
health condition of the examinee during test and the
type of questions

39
Part III. Questions that helps to identify the impacts of students perceptions or beliefs of
external things or powerful others as determinant of their success in academics on their
actual learning achievement.

Most of the time students have been seen to attribute external factors such as luck, fate,
God’s will etc as determinant of their success in academics instead of their own. As a
student do you believe that such type of behavior has negative impacts on students
learning achievement?
Yes No I can not imagine
If your answer is “Yes” for the above question, what are those negative impacts you can
give you answers by marking “” in the box at any alternatives given below that you
believe and if you feel that the alternatives given are not enough for you, please write
down your own on the space provided
A. Luck persistence at task
B. Decrease in self-confidence
C. Loss motivation
D. Decrease in academic achievement
E. Lower level of expectation of success
F. Emotional exhaustion
G. Threatened by stressors easily
H. Exposed to frequent anxiety
I. Easily influenced by others
J. If you have others please specify
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

40