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The repository contains scholarly work, both unpublished and published, by current or former AAU faculty, staff, and students, including Works by AAU students as part of their masters, doctoral, or post-doctoral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
Barriers to the Implementation of Quality Physical Education: The Case of Secondary Schools in Kersaworeda of East Hararge Zone
(Addis Ababa University, 2016-11) Gemechis Fekadu; Desta Gebeyehu
The purpose of this study was to assess the Barriers to the implementation of Quality Physical education in government secondary schools of Kersa Woreda of East Hararge Zone. Three basic questions were formulated, which emphasized on the perception of teachers and students towards barriers to the implementation of quality physical education curriculum in secondary schools of Kersa Woreda, focusing on the major barriers and their impact to the implementation of quality Physical education curriculum in the secondary schools and the extent to which the principals discharge their responsibilities in the implementation of quality Physical education curriculum in the secondary schools. To conduct this study, descriptive survey method was employed. All the 3 government secondary schools found in Kersa Woreda were selected using availability sampling. From these sample schools, all the 3 available physical education teachers were included using availability sampling, 150 students were participated in the study through random sampling technique and 3 principals were included using availability sampling technique. Questionnaire was used as main tool of data collection. Interview and Observation were used to substantiate the data gathered through questionnaires. Frequency, percentage and mean were utilized to analyse quantitative data gained through the questionnaires. The qualitative data gathered through interview and observation were analysed by narration. The result of the study indicated that physical education teachers were not well oriented to the implementation of quality Physical education curriculum where they lacked awareness to take on leadership role in the implementation of quality physical education, and where they lacked commitment and motivation in implementing quality physical education curriculum in the schools, the implementation of quality Physical education was overwhelmed by many barriers; such as: teachers’ lack of interest, limited practice opportunity offered to students, lack of background knowledge and skill on the part of students, students giving low priority to physical education, inadequate time, lack of facilities, lack of equipment, shortage of Physical education staff, high student ratio, shortage of school finance, absence of quality care, guidance and support from school administration, and principals’ under valuing of Physical education. On the other hand, the study discovered ineffectiveness of the school principals in providing the necessary assistance and guidance for the implementation of quality Physical education curriculum through organizing appropriate teaching and learning environment by providing abundant Physical education facility and equipment in the school, working to reduce budget constraints and making close discussions with physical teachers. Finally, to overcome the barriers to the implementation of quality Physical education curriculum, it is recommended to give important emphasis to the implementation of quality Physical education curriculum by providing adequate practice opportunity to students, adequate physical education staff, and providing necessary facilities and equipment, relevant in-service trainings for physical education teachers and creating awareness of school principals through continuous training were suggested.
Key terms: quality Physical education, teachers’ related barriers, institutional related barriers, role of principals.
The Status and Practice of Active Learning in Teachinglearning Mathematics in Some Selected Perparatory Secondary Schools of Southern Zone of Tigiray Region
(Addis Ababa University, 2011-06) Haftu Equar; Solomon Areaya
The purpose of this study was to investigate the status and practice of active learning and to
identify those factors influencing the practice of active learning approach in teaching learning
mathematics in some selected Preparatory Secondary Schools of Southern Zone of
Tigiray Regional State. Moreover, an attention was given how active learning approach was
practiced in teaching-learning of mathematics in the study area. Therefore, this research
focused on investigating the status and practice of active learning and related problems to the
practice of active learning approach as well as in finding solution for those problems under
the study area. In line with this, the researcher used descriptive survey design as a research
design in order to have clear picture about the status and practice of active learning
approach in teaching-learning mathematics in the study area. Accordingly, four sample
schools were selected using random sampling techniques. Furthermore 373 students from the
sample schools were selected to fill the questionnaires provided for them by using stratified
and simple random sampling techniques. And all mathematics teachers of these schools were
included under the study to fill teachers’ questionnaires and for the purpose interview.
Moreover document analysis and observation was also made by the researcher to get more
data regarding the status and practice of active learning under study. Finally the findings of
the study generally indicated that most of mathematics teachers had good understanding
about active learning approach but they had major problems on how to practice it with in the
class room. Some of the major factors that affects the practice active learning approach
were lack of professional support, encouragement and understanding of the administration
towards active learning, lack of resources like reference books and other supportive teaching
materials , teachers lack of interest towards their profession,, lack of students understanding
and their attitude towards active learning, tendency of teachers towards the traditional
teaching method , shortage of time, volume of the text books (its contents are too vast),
students lack of confidence (frightened) and basic knowledge of mathematics from the lower
grade as well as lack of awareness of doing mathematics exercise regularly, and finally large
class size . Therefore, due to those factor majorities of the teachers used rarely active
learning approach in teaching-learning mathematics in the study area.
Practices and Challenges in Teaching Learning Basketball Practical Class: A Case Study in Guder Preparatory School
(Addis ababa University, 2016-10-30) Amare Mamuye; Shimelles Assefa
This thesis reports the results of qualitative and quantitative investigation of case study on Practices and Challenges in Teaching Learning Basketball practical class in Guder Preparatory School. The participants of the study were physical Education teacher, school principals and students. A purposive sampling method was used to select students’ samples. PE teacher and School Principals were taken as study samples. The data were gathered using interview Guide, Focus Group Discussion, Observation follow-up, questionnaires and Document Analysis. The collected data were organised and analysed using both qualitative and quantitative analysis methods. The findings of the study are; -Students are not attending basketball practical classes, are not practising basketball practical classes in the school, the teacher is not involving students to take part/participate in basketball practical classes. Physical education teacher is not teaching basketball practical class. The school principals are low in helping PE teacher to facilitate basketball equipment and facilities, have not positive attitudes towards basketball and students had positive attitudes towards basketball and preferred to attend basketball practical classes. Physical education teacher do plan annual lesson plan to teach basketball practical classes, but no on weekly or daily lesson plan to teach basketball practical classes.The major challenges are; Absence of basketball equipment and facilities such as basketball court/field, basketball posts and basketball boards and absences of allocated budget from the government and higher educational institutions. Financial problem and time allotment for Physical Education were Challenges that hinder the principals not to fulfil the equipment’s and facilities. The school principals are low in helping physical education teachers to facilitate basketball equipment and facilities. Students have high level of understanding to the concepts of basketball in physical education and difficulty level of basketball contents is low to the students’ level of performance.Physical education teacher have to create awareness to the concerned bodies about the sport and the existing challenges that hinder their involvement. Physical education teacher should try to change society’s attitudes towards the sport in the school by organising competitions and practice sessions after the fulfilment of equipment and facilities. The school principals have to help physical education teacher in facilitating all equipment’s and facilities required to teach and learn basketball practical classes. School principals, Woreda educational institutions, immediate supervisor of the school and Ministry of educations have to do in cooperation to reduce the challenges in basketball practical classes.School Principals have to facilitate all the equipment and facilities required the teaching and learning basketball practical class in the school in cooperation with the woredas and zone educational institutions as well as stakeholders at different levels. The teacher should made teaching aids from environmentally existing raw materials.To make the curriculum of basketball effective, teachers, parents, the community at large, non-governmental organizations have to be involved in helping schools to reduce challenges and different problems regarding teaching learning of the basketball and Physical education in general. Schools principals should allocate budget to purchase basketball equipment and materials, construct basketball field and to organize basketball competitions.School principals must plan to allocate budget, search for funding raising and convince higher institutions to get sufficient budget enable them to fulfil the required facilities.
Teachers’ and Students’ Perception of the Influence of Physical Exercises on Academic Achievement of North Wollo Selected preparatory Schools
(Addis ababa Univesty, 2019-06) Dawit Guangul; Solomon Teka
The aim of this study was to explore teachers’’ and students’ perception on the influence of physical exercise on academic achievement in three North Wollo selected preparatory schools, Amhara Region. A total number of 256 grade eleven (11) students and sixty one (61) teachers were as a sample of the study using stratified and simple random sampling techniques. Questionnaire (closed, mixed and open ended) and interview was the instrument employed to collect data. Descriptive statics and qualitative analysis method were employed in analysing the raw data. The results show that both teachers and students perceives as PE has a positive impact; on improving academic achievement (63%), on the study focus(70%), overall students’ performance(63%), class room behaviours(57%), students result (63.7), class room participation(63%) and helps to compute with other on academic performance(63%) . Though students need to participate in PE programs. Low provision of PE programs in the school,the surrounding and unwillingness of parent’s to send their children’s for PE were among the factors that hinders most students not to participate in PE. On the other hand, the presence of sport fields, football teams and taekwondo centres in the surrounding were identified as positive factors that influence students to participate in PE. Above all thought it is encouraging to see that teachers and students perceive as PE improve academic achievement. Nevertheless, most students did not participate in physical exercise programs or activities due to a number of factors.It is imperative to provide access to physical exercise facilities and centres for the surrounding teachers, students and youths to best meet their physical exercise needs and develop all round personality and enjoy academic achievement improvement benefit of PE.
The Effects of Scarcity of Facilities and Equipment in Teaching Physical Education in Secondary Schools of Addis Ketema Sub-City
(Addis ababa University, 2016-12-30) Lemma Ture; Mebratu Belay
This study aims at investigating the effects of scarcity of facilities and equipment on teaching physical education in secondary schools. The subject of the study are all principals, all vice principals, all physical education department heads, all physical education teachers and 100 students from four secondary schools at Addis Ketema sub-city, selected by using purposive and random sampling techniques for students. Questionnaire, interview and observation were the instrument of data collection. The data gathered through these instruments were analyzed using percentage and frequency. The data gathered through open ended questions, interview and observation were analyzed qualitatively through narrator for the purpose of triangulation. As the findings of the study revealed that the basic effects of scarcity of facilities and equipment insufficient. Therefore most of physical education teachers do not implement the subject effectively. Standing from the researcher recommend some possible solutions, concerned bodies should work cooperatively for the improvement of the condition. Everybody believes that facilities and equipment have a great role to the subject. In addition schools‟ environments were not suitable for the instruction of physical education.