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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/645

Authors: Dereje, Taye
Advisors: Dr. Elias Nasir
Copyright: 2003
Date Added: 21-Apr-2008
Publisher: Addis Ababa University
Abstract: The effective implementation of automatic promotion requires complementary and more systematic changes in the schools. This study was designed to assess automatic promotion practices in light of these requirements. The study was conducted in 21 schools as sources of information from the four Woredas of West Gojjam Zone. 154 teachers of the grades 1-3, 21 principals and 8 Woreda Education experts and supervisors were taken as sources of information. The data was collected through questionnaires, interview and observation checklist. The data obtained were analyzed mainly using percentage and qualitative presentation. The results of the study reveals that the awareness of teachers about the reasons behind the introduction of automatic promotion in the schools, and about the different alternative strategies other than retention and automatic promotion in dealing with low-performing students is low. They also have negative attitudes towards automatic promotion. Teachers seem to know all the implications of automatic promotion in their teaching practices. But, in practice, teachers’ utilization of continuous assessment and feedback mechanisms is poor. They are also poor in applying different corrective measures to help low-performing students individually. There is no any program arranged at school level to help underachievers before they promote to the next grade. There are repeaters in the grades 1-3 while practicing automatic promotion. The main criterion that is used in the schools to make promotion-retention decisions is attendance. In light of these findings, it is necessary to provide schools with relevant publications on the issue of retention versus automatic promotion and encourage teachers to conduct action research in their respective schools. It is also important to provide teachers with continuous assessment and promotion guides, well-developed checklists and observational techniques and alternative materials. The involvement of parents in their children’s learning and further strengthening of the existing self-contained classroom set up are also recommended. Finally, it is advisable to improve teachers’ awareness and skill about all the implications of automatic promotion through in-service courses, seminars, conferences, workshops and field-trips.
Description: A Thesis Submitted to the School of Graduate Studies of Addis Ababa University in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Curriculum and Instruction
URI: http://hdl.handle.net/123456789/645
Appears in:Thesis - Curriculum & Instruction

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