|Title:||The Practices of Action Research in Addis Ababa City Administration Primary Schools: The Case Of Selected Government Primary Schools in Yeka Sub City|
|???metadata.dc.contributor.*???:||Frdissa Jabessa (Dr)|
|Keywords:||research in City Government of Addis Ababa Primary Schools|
|Publisher:||Addis Ababa University|
|Abstract:||The objective of this study was to explore the practice of action research in City Government of Addis Ababa Primary Schools. This study, therefore used both quantitative and qualitative research approaches for data collection and analysis. The subjects of the study were 87 teachers, 6 school principals 2Woreda Educational Officers, 2 Sub City Educational Officers, 1 City Government of Addis Ababa Education Bureau Officer, and 8 Focus Group Discussion participants (who were not included in questionnaire). A Questionnaire was used to collect data from teachers. To complement the information obtained through questionnaire, Interviews were held with principals and educational ojficers. To analyze quantitative data, Descriptive statistics (ﬁfequency, percentage, mean, and standard deviation), Chi-square and total grand mean were used. The result of quantitative data obtained from teachers was significantly consistent on the issues raised. Whereas, the information from school principals and educational ojficers shows incongruity regarding the perception of teachers towards the practice of action research. The practice of action research in City Government of Addis Ababa Primary Schools is low. Only 18,4% had conducted action research at their school. The majority of the teachers 81,6% had not involved in action research. The involvement and support of the principals and other educational oﬂicers were also low to improve the practice of action research. The major hindering factors for carrying out action research in City Government of Addis Ababa Primary Schools were: overload in teaching and other committee activities, lack of incentives, lack of research facilities, lack of financial support, lack of required knowledge and skill of action research.|
|Appears in Collections:||Thesis - Educational Research & Development|
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