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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/123456789/3895
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| Title: | EVALUATION OF THE IMPLEMENTATION OF GRADE 4 ENVIRONMENTAL SCIENCE SYLLABUS IN ADDIS ABABA CITY |
| Authors: | ESHETU, ASFAW |
| Advisors: | Dr. Marew Zewdie |
| Keywords: | ENVIRONMENTAL SCIENCE
SYLLABUS |
| Copyright: | May-2001 |
| Date Added: | 23-Nov-2012 |
| Publisher: | AAU |
| Abstract: | In this study, an attempt was made to find out the discrepancies
between the syllabus anticipations and classroom realities in implementing the
grade 4 Environmental Science syllabus in Addis Ababa City. Particularly the
study on the classroom interactions. To this end, 12 primary schools, 24
grade 4 classes, 12 directors, 12 vice-directors, 12 department heads, 48
teachers and 72 grade 4 students were used as the main sources of data.
Hence, three data gathering instruments (Focus group discussion,
observation checklist and questionnaires) were employed.
The findings made clear that teachers' actual use of periods for
Environmental Science was found less than the periods indicated both in the
syllabus and teacher's guide. Almost in all the sampled schools the syllabus
was not available. The distribution of other curricular materials (teacher's
guide and student's textbook) was found to be satisfactory in most of the
sample schools.
The teaching methods dominantly used in all the samples schools were
found to be lecture, and question and answer. Teachers in most of the school
do not use teaching materials for the teaching-learning process. The teaching
materials available in schools' pedagogical centers were out dated and could
not be used for the current syllabus. In fact, there were few available teaching
materials, that could be used in the implementation however, these materials
were not used by the teachers.
Teachers effort in providing conducive learning environment was found
low. As a result, students could not be actively participate in their learning. |
| URI: | http://hdl.handle.net/123456789/3895 |
| Appears in: | Thesis - Curriculum & Instruction
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