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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/13385
Title: The Role Of Civic And Ethical Education In Shaping Students Behavior: The Case Of Holeta Secondary And Preparatory School
???metadata.dc.contributor.*???: Dureti Haji,( Dr)
Addis, Alemahu
Keywords: behavior. To this end, both quantitative
Issue Date: May-2013
Publisher: Addis Ababa University
Abstract: The purpose of this study was to explore the role of CEE in shaping the students behavior. To this end, both quantitative and qualitative research approaches were used for data collection and analysis. The subjects of the study were 246 students, 20 teachers, 1 School Director, 4 CEE teachers, 1 Discipline committee coordinator and 4 class monitors participants. Questionnaire was used to collect data from students and teachers. Interviews were held with School Director, Unit leaders, CEE teachers, Discipline committee coordinator and class monitors. Document analysis was made to see the type of misbehaving practices which written in the discipline records. Observation was also made to make sure the existence of disctplinary problem in school Quantitative analysis such as mean, percentage, Graph and Correlation were used. The qualitative data were also analyzed. The analysis of data showed that respondents have believed in the role of CEE in shaping the students behavior but they suggested that in the existing condition it did not play its expected role. lt was found out that topics such as equality, rule of law, patriotism, and sebf reliance could play maximum role in shaping the students behavior. However, there are many challenges that hindered the course CEE in shaping the students behavior such as: lack of trained teachers, shortage of books, failure of some CEE teachers to serve as role model, insigni/icant role of the society in empowering the subject, wrong perception of some teachers and students, the students' lack interest to learn, age of adolescence and language skill to understand the subject are the main barriers. To overcome these problems the research suggested the following points: revising the course by enlarging the behavioral and moral point of view rather than economic and political agenda, CEE teachers should be model for their students, exercising observable good governance practices, giving continuous training to the teachers and increasing the participation of stakeholders.
URI: http://hdl.handle.net/123456789/13385
Appears in Collections:Thesis - Educational Research & Development

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