Learning Strategies and Amharic Language Achievement: Levels, Correlations and Predictive Evidences from Ninth-Grade Students- Gondar, Ethiopia

Abstract

Abstract: This study examined the levels, correlations, and predictive evidences of language learning strategies in relation to Amharic language achievement among ninth-grade students in Gondar, Ethiopia. A total of 114 students participated, and the data were analyzed using bootstrapped one-sample t-tests, Pearson correlation, and stepwise multiple regression. The findings showed that students’ Amharic achievement was moderately high (M = 66.49) and significantly above the test value of 50 (p < .001). All six categories of language learning strategies—cognitive, metacognitive, social, memory, compensation, and affective—were used at a high level, with social strategies most frequently employed and compensation strategies least used (p < .001). Correlation analysis indicated that only social (r = .200, p = .033) and affective strategies (r = .195, p = .038) had significant, though weak, positive relationships with achievement, while other strategies showed no significant correlation. Regression analysis revealed that social strategies were the only significant predictor (β = .200, p = .047), with affective strategies approaching significance (β = .195, p = .052). However, the predictive power of all strategies was minimal (R² ≤ .040), indicating that factors beyond strategy use account for most of the variance in Amharic achievement. The findings suggest that while students actively use diverse strategies, their academic performance in Amharic is only slightly shaped by socio-affective strategies, with broader instructional and contextual factors likely playing a more decisive role. On top of this, the results have educational and research implications. Based on this, practical and research recommendations are suggested.