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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/661

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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