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|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
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
|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|
|Appears in:||Thesis - Curriculum & Instruction |
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