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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/651

Authors: Samuel, Assefa
Advisors: Dr. Marew Zewde
Dr. Temechegn Engida
Copyright: 2003
Date Added: 21-Apr-2008
Publisher: Addis Ababa University
Abstract: The ultimate goal of any curriculum plan is to benefit learners. This is ascertained through putting into practice of the plan in the actual learning environment. In view of this, this study is intended to evaluate the implementation of grade 9 physics syllabus in Sidama Zone looking at whether or not the schools are in line with the demands of the syllabus, teachers’ use of the instructional guidelines as well as the outcomes as a result of the implementation process. To this end 90.9% of grade 9 physics teachers and their respective school directors together with laboratory technicians and department heads were included in the study. In addition, 380 students were randomly selected for the study from the randomly sampled four schools. Questionnaire, Classroom and laboratory observations, interviews, document analysis and achievement test were the data collection instruments to obtain information from the sources. As to the results obtained in the study, the physical and instructional facilities of the schools are not as to the demands of the syllabus. Classrooms are overcrowded; laboratories are absent in half of the schools, and curricular materials are scarcely available for both students and teachers. Moreover, the numbers of periods allotted to cover the contents of the syllabus are not enough. Although, materials for most of demonstration and laboratory activities are adequately available it was found that very few of them are reported to be performed. Even the activities were usually demonstration experiments. It was also found that the majority of teachers were not introduced to the syllabus and all of them were not participated in preparing grade 9 physics curricular materials. The specifications of the syllabus are not translated as suggested to be employed. The dominantly used method of teaching was solving problems quantitatively with out elaborating the concepts of the subject matter. Consequently, the implementation process of the syllabus is not effective in enabling students to acquire the expected knowledge of the subject matter.
Description: A thesis submitted to the school of graduate studies of Addis Ababa University in partial fulfillment of the requirements for the degree Masters of Arts in curriculum and instruction.
URI: http://hdl.handle.net/123456789/651
Appears in:Thesis - Curriculum & Instruction

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