AAU Institutional Repository (AAU-ETD)
Addis Ababa University Institutional repository is an open access repository that collects,preserves, and disseminates scholarly outputs of the university. AAU-ETD archives' collection of master's theses, doctoral dissertations and preprints showcase the wide range of academic research undertaken by AAU students over the course of the University's long history.
How to Submit Your Work
The repository contains scholarly work, both unpublished and published, by current or former AAU faculty, staff, and students, including Works by AAU students as part of their masters, doctoral, or post-doctoral research
- All AAU faculty, staff, and students are invited to submit their work to the repository. Please contact the library at your college.
You may contact digirep@aau.edu.et.with any questions about the repository
Colleges,Institutes in AAU-ETD
Select a college,institute to browse its collections.
Recent Submissions
Causes and Consequences of Cross- Border Illegal Migration to the Middle East Case of Wogide Woreda, South Wollo Zone of Amhara Regional State of Ethiopia
(Addis Abeba Universty, 2024-08-01) Mohammed Yalew; Teferi Mekonnen
Illegal migration is a pressing global issue, particularly affecting developing countries in Africa. Many migrants leave their countries for various economic and non-economic reasons. Ethiopia, as one such developing nation, is significantly impacted by human migration. This study aimed to examine the causes and consequences of illegal migration in Wogide Wereda, South Wollo Zone, and Amhara Regional State, Ethiopia. To achieve this objective, a questionnaire survey was conducted with 179 household respondents from three kebeles in the woreda, providing quantitative data. The study employed a cross-sectional research design, supplemented by key informant interviews and focus group discussions to gather qualitative data.The study found that the primary driver of illegal migration in the area is economic, particularly the search for employment and the desire to improve living conditions. Migrants faced severe challenges during their cross-border journeys, including exploitation, rape, hunger, and theft of their earnings. Despite these negative consequences, some positive outcomes were noted, such as access to remittances, education, acquired skills, and improved living standards.Given that the negative consequences of illegal migration outweigh the benefits, the government should focus on facilitating safer migration practices. Regular and ongoing awareness campaigns should be conducted by the human resource management office, vital registration office, and woreda communication affairs to highlight the dangers of illegal migration. Additionally, the enterprise office should create job opportunities for returnees and potential migrants through revolving funds. The Wogide Wereda police office should also strengthen its control over illegal agents and brokers involved in migration. Keywords: illegal migration, migration route, broker, destination country, causes, consequences, wogide worda
The Psychosocial Impacts of Urban Renewal-Induced Displacement on Resetteld People at Gurara Condominium, Woreda 02, Yeka Sub-City, in Addis Ababa
(Addis Abeba Universty, 2025-06-01) Yonas Abebe; Ashenafi Hagos
Urban renewal is a process of redevelopment or renovating older parts of cities and towns, including decay, inadequate infrastructure, and slum areas. Nodaway, urban renewal is an important issue and unavoidable to ensure the competences of cities with global cities. The study aims to explore the psychosocial impacts of urban renewal-induced displacement on resettledpeople in Addis Ababa, Yeka sub-city, woreda 02, at Gurara condominium.
The study employed a qualitative research method with In-depth interviews, key informant interviews, and FGD to collect relevant data. Among displaced members five individuals were selected for an in-depth interview. Two focus group discussions employed, each team had six members or with a total of twelve members. Five key informants selected to get deep data. So, the data collected from 22 study participants.
The primary participants of this study are displaced households selected through the purposive sampling method, who have knowledge and experiences. The results and the discussions parts of the study show that the role of government in solving the negative challenges was insignificant and in such projects community should actively participate, to alleviate the challenges. Therefore, the researcher recommended to the concerned stakeholders to improve the psychosocial impacts of relocation due to urban-renewal programs. Finally, the researcher also put crucial implications for the next researcher, for education, urban policy implementation and for affected communities.
In the Eyes of Parents: The Impact of Bullying on the Lives of Students with Autism Spectrum Disorder (ASD) in Atse Libne Dingle School, Addis Ababa
(Addis Ababa University, 2025-10) Eyerusalem Hailu; Abera Tibebu
This study explored the impact of bullying against students with Autism Spectrum Disorder as seen from the perspective of parents at Atse Libne Dingle School in Addis Ababa, Ethiopia. This exploration aimed at grasping the effect of bullying against students through a qualitative research approach, and used phenomenological research design in descriptive form, that involved in-depth interviews of parents of students with Autism Spectrum Disorder. The researcher used a purposive sampling technique, and a snowball sampling method to select participants. This study utilized qualitative analysis of data through ATLAS.ti software that aided in determining dominant themes emerging from in-depth interviews of parents of students with Autism Spectrum Disorder according to the study's plan and criteria where students’ ages between 12 and 36 years. Based on analysis of data, it was noted that students with Autism Spectrum Disorder have been affected by bullying in terms of being victimized through words, physical attacks, emotional rejection, social isolation, and exclusion from schools. This affected them psychologically as they showed signs of being low in confidence, low in morale, lack of routines such as eating, playing, and speaking, while others showed signs of risking their lives through self-inflicted injuries or running away from home. Therefore, in order to have a profound effect against bullying of those students, multi-level approaches need to be implemented that will involve intense provision of inclusive education programs, anti-Bullying programs by schools, and organizing campaigns through parents’ associations as an aspect of implementing social responsibility strategy. As well as including a strong effort to end bullying at a democratic social setting and a communal setting as an aspect of social entrepreneurship to create a safe and respectful environment.
Keywords: Autism Spectrum Disorder (ASD), Bullying, Parental Perspective, Psychological Well-being, Inclusive Education, Ethiopia.
Realistic mathematics education-based mathematization, epistemological beliefs, problem-solving skills, and geometry achievement of pre-service mathematics teachers
(Addis Ababa University, 2026-02) Girma Tessema; Kassa Michael; Solomon Areaya
This study explored the mathematization and mathematical concepts utilized in the community, designed an intervention based on these realitic-based mathematizations, and examined their influence on pre-service mathematics teachers’ epistemological beliefs, problem-solving abilities, and achievements in learning geometry. To achieve this intended objective, an exploratory sequential mixed research design was employed, where the first phase explored the mathematization and mathematical concepts in the community, and the second phase underwent an intervention study in teacher education. Data were collected through semi-structured interviews, observation, a questionnaire, geometry problems, and geometry achievement tests. In phase I, purposive sampling and snowball sampling were utilized, whereas in phase II, purposive and random sampling were utilized. After collecting data, thematic analysis was employed for the qualitative data, and independent t-test, MANOVA, and Pearson correlations were employed for the quantitative data. Measuring, counting, designing, explaining, and locating were the common mathematizing processes; area of plane geometry, congruency and similarity of polygons, rotational and radial symmetry, sector, arc length, and volume of solid figures were some of the mathematical concepts embedded in the activities of the local community. Statistically significant mean differences were observed on pre-service mathematics teachers’ problem-solving skills, geometry achievement, and mathematical epistemological beliefs, indicating that the group taught via RME-based mathematization outperformed those taught via the conventional approach. The MANOVA result also indicated that there were significant mean differences between the treatment groups and comparison group on a linear combination of source, stability, and structure of mathematical knowledge. Qualitative findings revealed that the instruction helped pre-service teachers to adopt both absolutist and fallibilist perspectives on mathematical knowledge. In conclusion, societal and cultural activities are rich in mathematical notions and forms of mathematization. Integrating them into RME-based approaches can benefit pre-service teachers by transforming their mathematical epistemological ideas and enhancing their geometry performance and problem-solving skills. The findings of this study underscore the importance of integrating RME-based mathematization that is rooted in culturally situated practices into teacher education programs to enhance pre-service teachers' problem-solving skills, geometry achievement, and epistemological beliefs. Since emphasis is given to localization and vocational competence in education, among other things, integrating local, societal, and cultural mathematizations into teacher education programs could benefit preservice teachers and the education system. This study also has an implication for the way teacher education curriculum should be designed, and how pre-service teachers should be trained to be competent to deliver locally relevant but meaningful mathematics, while also laying the foundation for further research.
The Relationship between Social Media Use and Self Esteem among Adolescents in Bole Preparatory School in Addis Ababa
(Addis Ababa University, 2025-11) Mefeter Tamiru; Emebet Mulugeta
This study examined the relationship between social media use and self-esteem among adolescents in Bole preparatory schools in Addis Ababa, Ethiopia, in 2025. A total of 220 students from grades 11 and 12 at Bole Preparatory and Secondary School participated, representing a balanced gender distribution and predominantly aged 17 to 18 years. Using a mixed-methods cross-sectional design, data were collected through structured questionnaires based on the Rosenberg Self-Esteem Scale (RSES) and the Social Media Addiction Scale (SMAS), complemented by semi-structured interviews analyzed thematically. The findings indicated that adolescents spend considerable time on social media, with excessive or problematic use—characterized by neglect of responsibilities and interference with daily life—associated with lower self-esteem. Qualitative data further revealed that social comparison, emotional reactions, and the pursuit of social validation significantly influence self-esteem. Additionally, limited parental guidance on digital engagement was observed, as most parents demonstrated low to moderate awareness of internet use. The study underscores the need for targeted interventions, including digital literacy initiatives for both adolescents and parents, and enhanced educational support to promote healthier and more balanced social media use within the Ethiopian context. This research contributes to a deeper understanding of adolescent psychological well-being within the Ethiopian urban context, offering evidence to inform policy and practice aiming to foster healthier social media engagement.
Keywords: adolescents, digital literacy, Ethiopia, mental health, preparatory schools, social comparison, self-esteem, Social media use,.