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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/643

Title: ROLES AND ROLE RELATIONSHIPS IN FIRST CYCLE PRIMARY SCHOOLS CLASSROOMS OF BENISHANGUL GUMUZ REGION
Authors: TAKELE, MOSISA
Advisors: Dr. Marew Zewide
Copyright: 2002
Date Added: 21-Apr-2008
Publisher: Addis Ababa University
Abstract: This study was mainly aimed to observe and describe the roles that teachers and pupils’ exercise, and the role relationships they form in classrooms. The subjects of the study included 20 teachers, 100 pupils, 10 directors, 9 Woredas, one Special Woreda and the three zones of Benishangul Gumuz region. These were selected using purposeful and area or cluster sampling techniques. Teachers made lesson plans, live observation of classrooms, discussion with pupils, unstructured interview with the directors and questionnaire were used to collect the data. Frequency distributions, percentages and triangulation of ideas within data of the five instruments were used to analyze the data. The results show that teachers are action directors of the learning teaching process in classrooms. The roles of teachers were observed as lecturing, asking and answering questions, giving notes and assignments and generally recitation leaders that took most of the time. Pupils were passively involved in the learning process. The roles that the students dominantly given were, listening, watching, reading and writing from the black board and their textbooks. Questioning and answering are seen as the way to create students’ participation in the learning teaching process. The classroom social relation is not involving the groups meeting in the classroom equally. Relations between students while learning were hardly observed. Pupils communication with teachers during the process and with themselves was loose and absent. The communication line is thick and intensive from teachers to pupils. Pupils were observed while taking their own strategies during the lesson, which was expressed through murmuring, absence from classes and schools, and lose of interest for the classroom activities. Teachers' roles were seen as developed by the educational officials and experts. Teachers also use and depend on the instructional materials developed by these groups. The support systems were seen as ineffective. A guideline that specifies teachers’ roles and the on process facilitations such as continuous trainings and supervision were responded as absent and not significantly assisting to practice the roles. Problems related to material, financial and professional support systems were enlisted as challenging to implement the curriculum. The conclusion to be made is that, in the learning teaching process conducted in the classroom pupils were not given roles so as to able to be involved in the process of learning and teaching actively. Rather they are depending on the knowledge from the teachers and textbooks. The outcome of such approach is that the process is not helping to develop pupils' experiences but training them to certain determined experiences.
Description: THESIS SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES ADDIS ABABA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION
URI: http://hdl.handle.net/123456789/643
Appears in:Thesis - Curriculum & Instruction

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