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Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
College of Education >
Thesis - Curriculum & Instruction >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/123456789/609
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| Title: | ADEQUACY OF TREATMENT OF FOOD SECURITY ISSUES IN THE UPPER PRIMARY SCHOOL CURRICULUM |
| Authors: | Markos, Tadesse |
| Advisors: | Dr. Derebssa Dufera |
| Copyright: | 2002 |
| Date Added: | 19-Apr-2008 |
| Publisher: | Addis Ababa University |
| Abstract: | The purpose of this study was to examine the adequacy of treatment of food
security issues in the upper primary curriculum of the Amhara Region. Content
analysis of three purposefully selected subjects (Basic science, Biology and
Social studies) of grades 5 to 8 was used to collect data on food security issues
in the curriculum. A questionnaire targeted at teachers from 10 purposefully
selected urban and rural upper primary schools was also used to collect data on
the practicality of selected methodologies and activities in the teaching learning
processes. The content analysis was undertaken by using coding sheet that
operationalize the basic questions of the study. In order to determine the
adequacy of food security contents in the curriculum, paragraphs were used as
unit of measure; categories acknowledged by the food security literature as vital
and supporting to the food security agenda were employed; and criteria was set
to determine the number of paragraphs required for adequacy. The questionnaire
was administered to 80 urban and rural upper primary school teachers, who are
currently teaching Basic Science, Biology and Social studies in grades 5 to 8.
Findings of the content analysis and the questionnaire were analysed by using
simple descriptive statistics, such as frequency distribution and percentages.
Findings show that, in Basic Science and Biology curriculum, two vital
categories of food security (namely, food availability and utilization issues)
were adequately treated. However, in the above materials, the other two vital
categories (i.e., food access and coping strategies) were inadequately treated to
not-at-all-treated. As far as the supporting issues are concerned, natural resource
conservation, population and family life education and HIV/AIDS education
were adequately treated in Basic science and Biology curricular materials. On
the other hand, issues related to role of women in the environment were not at
all treated in the same materials.
In social studies curriculum, all the vital categories were inadequately to not-atall-
treated. Out of the supporting issues, contents related to natural resource
conservation and population were adequately treated; where as HIV/ AIDS
education and role of women were not at all treated. The most dominantly
described and practiced methodologies in all the sample curricular materials and
schools were teachers' presentation and discussion. Furthermore, all the selected
activities that are known to play important role in the implementation of food
security concepts were inadequately to not at all described and practiced in the
curricular materials, and the teaching-learning processes respectively.
It was finally concluded that, the not-at-all treated and the inadequately treated
contents of food security issues should be given proper consideration during
curriculum revision programs. Besides, methodologies that would enhance
students' participation such as project work, experimentation, demonstration,
role-play and dramatization, and activities that would promote hands-onexperience
such as school gardening practices, environmental protection
activities, and exercises within school pedagogical centres should be given
particular emphasis in the curriculum development and implementation. |
| Description: | A THESIS PRESENTED TO THE
SCHOOL OF GRADUATE STUDIES
ADDIS ABABA UNIVERSITY
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR
THE DEGREE OF MASTER OF EDUCATION IN
CURRICULUM STUDIES |
| URI: | http://hdl.handle.net/123456789/609 |
| Appears in: | Thesis - Curriculum & Instruction
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