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Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
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Thesis - Curriculum & Instruction >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/123456789/661
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| Title: | ACTIVITY ORIENTED SCIENCE TEACHING IN SOME PRIMARY SCHOOLS OF JIMMA ZONE: A LOOK FOR CONGRUENCE BETWEEN INTENT AND PRACTICE |
| Authors: | Teshome, tola |
| Advisors: | Dr Marew Zewdie
Dr. Temechegn Engida, |
| Copyright: | 2003 |
| Date Added: | 21-Apr-2008 |
| Publisher: | Addis Ababa University |
| Abstract: | This study examined the congruence between the
methods/activities suggested in the grade five basic science
syllabus currently being used in primary schools of Oromia
region, and those actually employed in the instructional practice.
Activity analysis was conducted on the syllabus using a coding
sheet designed for this purpose. 18 daily lesson plans prepared
by nine grade five science teachers were analyzed for the
taxonomic levels of objectives and activities selected to attain
them. The implementations of the planned lessons were also
observed using in observation checklist in nine classrooms over
two semesters. The classroom teaching learning activities were
coded every 15 seconds which provided a maximum of 160
frequencies for each 40 minutes period and a total of 2835 for the
18 lessons (45 off task behaviors were noted).The kinds of
activities either suggested in the syllabus or observed in the daily
lesson plans and the actual classroom practice were classified
into three major categories as Discussion, Recording and
Experiment. The frequencies of the various activities were counted
and entered into tables by their respective categories. Percentage
calculations and participation index were used to estimate the
level of student involvement in the suggested, planned, and/or
implemented learning activities. The findings showed that all the
teaching learning activities were more teacher dominated except
those suggested for recording. A wide gap was evident between
intent and practice that the kinds of magnitude of activities
actually observed in the instructional practice differed from those intended by the syllabus as well as the teachers’ plans. The study
suggests that the syllabus be revised and improved and attention
be given to teacher training both in per-service and in-service
programs. |
| 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/123456789/661 |
| Appears in: | Thesis - Curriculum & Instruction
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