http://etd.aau.edu.et:80/dspace/handle/123456789/405 Search the Channel search http://etd.aau.edu.et:80/dspace/simple-search http://etd.aau.edu.et:80/dspace/handle/123456789/4417 Title: Methods of Teaching and their Implications for Quality of Student Learning at Samara University <br/> <br/>Authors: Anbessa, Bekele Nora <br/> <br/>Abstract: The main purpose of this study was to assess methods of teaching and their implications for quality of student learning. In order to meet the objectives of the study, a descriptive survey design was employed. From the total population of 256 teachers and 2579 students, 128 teachers and 516 students were randomly selected for this study. Four faculty deans were also selected using availability sampling. Questionnaires and interview were used for collecting data. The questionnaires were piloted and checked for their reliability. Documents were also analyzed to supplement the data. The data obtained through the questionnaires were analyzed using frequency, percentages, mean, standard deviations, t-tests, and rank correlation. The information obtained through open-ended questionnaires and the interview were qualitatively analyzed to supplement the quantitative data. The findings revealed that teachers were highly arranging consultation hours, using examples, illustrations and demonstrations to explain and clarify the lessons or contents they teach, and informing the lesson objectives. They were also giving summary at the end of the lesson and using attention gaining activities, ideas, concepts, and devices while teaching. Furthermore, the study revealed that teachers used rewards and reinforcers to motivate students who were performing well and creating situations in which appropriate learning was taking place. It was also noted that teachers were not allowing their students to give constructive feedback on each others’ work. Teachers were also highly considering the age and maturity level of their students, their students’ background knowledge and existing skills, the content of the subject matter or the instruction, and the learning objectives or outcomes to be achieved, their teaching characteristics such as their knowledge, competencies, skills and experiences, and the time, space/class size, facilities and resources for their students’ learning before choosing teaching methods. With regard to teaching methods, teachers’ creation of learners’ interest, enthusiasm and appreciation, encouragement of students’ participation or involvement and success in their learning, provision of students with demonstrations which make them good observers, and enhancing critical thinking and skills of scientific investigation, supporting their students to learn how to discover and organize things, using textbooks, handouts and other printed materials to teach their students, providing or giving individual assignments and projects to them, and encouragement of them to develop group learning skills were high. Teachers also encouraged students to interact with each other in the learning activities and were not using mediated materials and multimedia. Lecture method was found to be the most commonly employed method of teaching followed by discussion, individualized and demonstration methods. Regarding quality indicators, teachers’ use of various teaching methods, the existence of academic staff-to-student ratio and the relevance of the curricula to students’ learning were moderate. The existence of good leadership and management system that facilitate student learning and the integration of learning with the use of technologies were very low. Teachers were assessing the performances of their students using continuous and summative assessment methods. This implies that there is good quality of student learning even though there are some problems to be solved. Therefore, it is recommended that mediated materials and multimedia, and various teaching methods should be used for the betterment of students’ learning. Learning should also be integrated with the use of technologies. Students should be allowed the chance of giving feedback on each others’ work. Good system of leadership and management that facilitate student learning should also be adopted. Thus, all stakeholders of the teaching learning process (management bodies, teachers and students) should play their part as each of them has distinctive roles. http://etd.aau.edu.et:80/dspace/handle/123456789/4416 Title: The Role of Civics and Ethical Education in the Development of Students’ behavior: The Case of Kokebe Tsibiha Secondary and Preparatory school <br/> <br/>Authors: Birhanu, Jibril Gelaneh <br/> <br/>Abstract: The role of Civics and Ethical Education in the Development of Students’ Behavior: The case of Kokebe Tsibiha Secondary and Preparatory School Birhanu Jibril Addis Ababa University, 2012 The main objective of this research was to investigate the role of CEE in the development of Students’ behavior at Kokebe Tsibah secondary and preparatory school. To realize this purpose, case study method was implemented. Data were gathered from the school vice principal, 8 teachers, two education experts and two parents. Sixteen students were participated in focus group discussion (FGD). CEE textbooks for Grade 9 and 12 and other documents were also reviewed in order to see the place of Ethical and moral issues in the textbooks. Other school documents like attendance sheets, exam records and other activities of the school and the students were also viewed. Classroom observation was also conducted so as to understand the extent to which CEE teachers and others give room for ethical issues during their instruction. Moreover, students’ conduct inside and outside the classroom was observed formally and informally. The participants for the interview and FGD were selected purposely based on their willingness, responsibility, and cooperation, competitiveness (maturity and assertiveness for students). On the other hand, the new textbooks of CEE for upper secondary and preparatory education have not incorporated that much variety of ethical issues even though core moral values like respect, truthfulness, loyalty, responsibility seem hardly addressed by the textbooks of CEE. The coordination of parents and school administration is poor. The influence of external environment and family’s socio-economic background of the students found to be the great challenge for the cultivation of the students’ ethical behavior. On the basis of this findings awareness creation and skill development training for teachers should be given. Improving school-parent relationships, involving stakeholders like the media, the NGOs, well known elderly people for the teaching of good behavior have to be practiced in creating ethical school environment and the surroundings. And finally forwarding for further study on the issue was recommended. http://etd.aau.edu.et:80/dspace/handle/123456789/4415 Title: The Prevalence of Plagiarisms and its implication to quality of education: The case of Addis Ababa University <br/> <br/>Authors: Addisu, Berhe <br/> <br/>Abstract: The Prevalence of Plagiarism and its implication to quality of education: The case of Addis Ababa University. Name Addisu Berhe The intent of this study was to assess the Prevalence of Plagiarisms and its implication to quality of education: The case of Addis Ababa University. Both quantitative and qualitative data were collected through questionnaires, interviews and participant’s observers. A sample of eight departments was selected randomly among 40 postgraduate studies. A sample of 163 students participated from 483 postgraduate students of regular and extension program; besides 9 instructors were interviewed. The data were analyzed using Percentages, means and standard deviation. The findings reveal that internet plagiarisms and plagiarisms due poor understanding of in text citation, paraphrasing and referencing prevail most due to intentional plagiarism act of pressure to succeed and unintentional act of poor understanding of in text citation, paraphrasing and referencing conventions. Further, absence of vivid and inclusive mechanisms to identify the authenticity of students work across the selected departments show that there is a loosen ant-plagiarism movements in the departments. Therefore, this study suggests different recommendations and the main ones are departments and institutes should prepare common explicit simple examples of correct text acknowledgements conventions that could be put on the course outlines of each courses/modules; the nation higher educations should have a hub data base and software’s that could help instructors a cross the nation to check their students work with others prior work; student’s papers and thesis titles have to be guided to new issues and contemporary problems of the society to minimize replications and scrabbling on similar arena. http://etd.aau.edu.et:80/dspace/handle/123456789/4414 Title: Determinants of Student Dropout in Government Primary Schools in Addis Ababa city Administration in Akaki-Kality Subcity <br/> <br/>Authors: Daniel, Teshome <br/> <br/>Abstract: This study examined determinants of dropout in six government primary second cycle schools situated in Akaki Kality subcity of Addis Ababa City Administration. It employed descriptive survey research method. Data were collected from teachers, dropout returnees, principals and parent-teacher association leaders from schools using questionnaire and interview. The school principals and parent teacher association leaders were the subjects of interview questions. One hundred thirty dropout returnees, one hundred fifty four teachers and five school principals and five parent teacher association leaders participated in this study. Dropout returnees, school principals and parent teacher association leaders were selected using available sampling technique whereas teachers are selected using stratified and systematic random sampling. Quantitative data were analyzed using percentage, mean and t-test whereas qualitative data were analyzed with themes and categories. The study indicated the eight major outof- school related factors for student dropout. These were: low level of parents’ monthly income, low level of parental education, divorced parents, involvement in domestic work, unable to afford expenses to school supplies, involvement in generating income for the family, parents negative attitudes in formal education, and deceased parents are among major factors that contribute to high rate of dropout in the study area in respective order. Where as students’ negative interest towards education found to be a high contributing factor to dropout from the school. Independent samples t-test revealed statistically significant differences across students and teachers on determinant factors of dropout. The mean in the t-test indicated teachers’ ratings reasons for dropout was significantly higher than those of students. The qualitative analysis indicated that economic condition of the family, students’ high involvement in domestic activities and involvement in income generating activities were the major factors that determine dropout in these schools. Based on the findings, recommendations were forwarded.