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Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
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Thesis - Curriculum & Instruction >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/123456789/1094
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| Title: | FACTORS ATTRIBUTING TO THE MISMATCH BETWEEN THE INTENDED AND ACTUALLY USED TEACHING METHODS IN THE FIRST CYCLE PRIMARY SCHOOLS OF OROMIA |
| Authors: | BEDADA, MERGO |
| Advisors: | Dr. Temechegn Engida |
| Copyright: | 2002 |
| Date Added: | 14-May-2008 |
| Publisher: | Addis Ababa University |
| Abstract: | The central intention of this research was to assess some of the factors
attributing to the mismatch between the intended (learner-centered) and the
actually used (lecture) teaching methods in the first cycle primary schools of
Oromia in general and that of West Shewa Zone in particular. To attain this
objective, a descriptive survey research method was employed. The sample
consisted of 237 teachers who were drawn from 25 first cycle primary
schools. Purposive sampling technique was used to select the target districts
and primary schools while stratified and simple random sampling
techniques were employed to select the sample teachers.
To gather the necessary data, questionnaire, interviews, focus group
discussions, document analysis, and observations were the instruments
employed. In analyzing the data percentage, mean and chi-square were
used. Results of the study suggest that the factors that enforce first cycle
primary school teachers of West Shewa Zone use the lecture method in most
cases are lack of training, large class size, inadequacy of educational
facilities, inappropriateness of curricular materials developed for the level,
and high teaching loads. Thus, based on the findings of the study,
recommendations are forwarded to mitigate the aforementioned problems in
the Zone under study. |
| Description: | A THESIS
PRESENTED TO THE
SCHOOL OF GRADUATE STUDIES
ADDIS ABABA UNIVERSITY
IN PARTIAL FULFILMENT OF THE REQUIREMENT
FOR THE DEGREE OF MASTER OF ARTS
IN CURRICULUM AND INSTRUCTION |
| URI: | http://hdl.handle.net/123456789/1094 |
| Appears in: | Thesis - Curriculum & Instruction
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