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The repository contains scholarly work, both unpublished and published, by current or former AAU faculty, staff, and students, including Works by AAU students as part of their masters, doctoral, or post-doctoral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
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Recent Submissions
Socioeconomic and Psychological Experiences of educated unemployed youth; in the case of Adama city, Abaa Gadaa Sub-City
(Addis Abeba Universty, 2025-10-01) Fedasa Nigussie; Firehiwot Jabbessa
Youth unemployed is one of the most domains challenge in urban Ethiopian socially, economically and psychologically. This study was conducted in Aba Geda city of Adama city to assess socioeconomic and psychological experience of graduate unemployed youth. The study aim to conduct on that investigates of socioeconomic and psychological experiences of educated unemployed youth. The study employed qualitative research approach because the study will assess the socioeconomic and psychological experiences of educated unemployed. Descriptive phenomenological research was employed. Interview, focus group discussion, observation and document review were employed as data collection tools. To collect data from the youth, Heterogeneous purposive and accidental sampling technique we used to collect data from the youth. Among the research participants, 15 youth engaged in in-depth interview while eight youth had part in focus group discussion. The graduated in diploma and bachelor degree and not secured any job since their graduation at least for one year as inclusion criteria. The result of the study reveals that graduate unemployed youth faced socio-economic and psychological challenges due to long-term unemployment. The result of the study also reveals that unemployed youth are more probably exposed to participate in social crisis such as illegal migration, addiction, and crime and deprived from social attitudes as lazy in searching job as well as burden on family the study also reveals that graduate youth exposed to burden on family income, not contribute their knowledge and skills to their country development; couldn’t return educational investment by family and government. Graduate unemployed exposed youth to depression, loss of self-esteem, loss of identity psychologically and emotionally. Therefore, the Aba Geda Subcity should have to work with job creation office to assess job potential that accommodate many graduate youth as well as facilitate mind set training for youth to create their own jobs.
The Status of ohe Implementation of School Improvement Program in Secondary Schools of Addis Ababa
(Addis Ababa University, 2013-06-01) Hirpassa Chala; Hussein Kedir
The main objective of this study was to assess the Status of the Implementation of School
Improvement Program in Secondary Schools of Addis Ababa. In order to achieve this
objective, four basic research questions were designed and administered. The e basic
questions were: the preparations schools made for school Improvement Program. the
extent of the implementation of the program, challenges schools encountered in the
implementation of SIP and strategies used in school improvement. The descriptive survey
method was carried out for data analysis and come up with the findings in connection 10
answer those basic questions. Questionnaires were used: focus group discussions and
interviews were conducted. In doing so. the researcher utilized his efforts to answer the
basic questions by anal)zing the data collected through questionnaires. interview and
focus group discussions. In connection to sampling techniques, simple random sampling
technique was carried out for the selection of sub-cities, schools and teachers. Whereas
sub-city heads of education officers and supervisors. school principals. SIP committees
and student councils were selected using purposive sampling techniques. Regarding the
analysis of the data, the statistical tools employed were percentage. frequency and mean
scores. The findings of the study result identified that lack of sufficient preparation,
inadequate training and awareness creation for stakeholders, lack of commitment and
collaboration among stakeholders, shortages of some human power and material
resources. Moreover inappropriate budget utilization and turnover of teachers and
principals were identified as challenges encountered SIP implementation. Strategies used
to follow up continuously the implementation of school improvement by secondary school
supervisors were not well organized and developed.
Socioeconomic and Psychological Experiences of educated unemployed youth; in the case of Adama city, Aba Geda sub-city
(Addis Abeba Universty, 2025-10-01) Fedasa Nigussie; Firehiwot Jabbessa
Youth unemployed is one of the most domains challenge in urban Ethiopian socially, economically and psychologically. This study was conducted in Aba Geda city of Adama city to assess socioeconomic and psychological experience of graduate unemployed youth. The study aim to conduct on that investigates of socioeconomic and psychological experiences of educated unemployed youth. The study employed qualitative research approach because the study will assess the socioeconomic and psychological experiences of educated unemployed. Descriptive phenomenological research was employed. Interview, focus group discussion, observation and document review were employed as data collection tools. To collect data from the youth, Heterogeneous purposive and accidental sampling technique we used to collect data from the youth. Among the research participants, 15 youth engaged in in-depth interview while eight youth had part in focus group discussion. The graduated in diploma and bachelor degree and not secured any job since their graduation at least for one year as inclusion criteria. The result of the study reveals that graduate unemployed youth faced socio-economic and psychological challenges due to long-term unemployment. The result of the study also reveals that unemployed youth are more probably exposed to participate in social crisis such as illegal migration, addiction, and crime and deprived from social attitudes as lazy in searching job as well as burden on family the study also reveals that graduate youth exposed to burden on family income, not contribute their knowledge and skills to their country development; couldn’t return educational investment by family and government. Graduate unemployed exposed youth to depression, loss of self-esteem, loss of identity psychologically and emotionally. Therefore, the Aba Geda Subcity should have to work with job creation office to assess job potential that accommodate many graduate youth as well as facilitate mind set training for youth to create their own jobs.
The case of grade 9 and 10 english teachers at Fitawurari Abayneh Metekiya secondary school, Addis Ababa
(Addis Ababa University, 2026-04-30) Kidist Belayneh; Nuru Mohammod
The purpose of this study was to assess teachers' conception and practice of continuous assessments in line with the principles and purposes of continuous assessment among grades 9 and 10 English teachers at Fitawurari Abayneh Metekiya Secondary school. To achieve this objective, descriptive survey design was employed. The target populations were 18 English language teachers. The sample English language teachers were selected by using comprehensive sampling techniques. The required data were collected through questionnaire, class room observation, interview, and document analysis. The findings, therefore, indicated that teachers believe that giving continuous assessment is not a manageable task and it is a difficult job for them to practice. Teachers do not feel that they are capable of applying all continuous assessmenttasks in their classroom and feel that it is necessary for them to know about the basic principles of continuous assessment and apply in their classroom theoretically, but what the problem is they are unable to put in to practice. Therefore, English language teachers need to change their assumptions that they can make continuous assessment manageable as it is interesting activity for both language teachers and students and they should convince themselves they are capable of applying at list many types of continuous assessment tasks in their classroom and teachers should know that it is necessary for them to know about the basic principles of continuous assessment as a teacher professionally and they need to apply them practically, because knowing them theoretically is meaningless without practical implementation. English language teachers need to read and know about implementing continuous assessment is not only giving continuous paper and pen tests.English teachers should convince and manage their students to be engaged in continuous assessment tasks though it consumes much of their class time, it has great advantage because unless students’ learning is measured their learning becomes meaningless.
Exploring Primary School Teachers’ Implementation of Mnemonic Strategies for Vocabulary Instruction: Awareness, Classroom Practices, and Barriers.
(Addis Ababa University, 2026-04-20) Rediet Amsalu; Girma Gezahegn
This study examined the implementation of mnemonic-based vocabulary instruction among primary school English teachers in Addis Ababa. Specifically, it investigated the frequency and intentionality of mnemonic strategy use, the types of memory-enhancing techniques employed, teachers’ conceptual awareness and perceptions of these approaches, and the contextual factors influencing their classroom application. A descriptive survey design was employed. Data were collected from a purposive sample of 30 primary school English teachers through a structured questionnaire comprising Likert-scale items and open-ended questions. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings revealed a moderate level of implementation of mnemonic-based instructional practices. Teachers demonstrated a strong preference for visual techniques, particularly the use of pictures and visual imagery, whereas cognitively demanding approaches, such as rhymes, rhythmic patterns, and structured associative techniques, were used less frequently. Although participants expressed positive perceptions regarding the effectiveness of mnemonics for vocabulary retention and demonstrated awareness of the memory-supporting value of specific techniques, they exhibited limited pedagogical knowledge concerning the systematic application of mnemonic strategies as an integrated instructional framework. Consequently, the use of these techniques was often incidental rather than purposefully planned and consistently implemented. The study further identified four major barriers to effective implementation: inadequate instructional materials, insufficient instructional time, the rigid pace of the prescribed curriculum, and limited access to professional training related to mnemonic instruction. The findings also revealed a discrepancy between the mnemonic-oriented activities incorporated into the national English textbooks and their actual classroom enactment. By illuminating the nature of this implementation gap characterized by reliance on visual techniques, limited instructional intentionality, and insufficient pedagogical understanding the study contributes empirical evidence to the literature on vocabulary instruction in urban Ethiopian government primary schools. The findings underscore the need for context-responsive professional development initiatives and enhanced instructional support to facilitate the effective integration of cognitively grounded vocabulary-learning techniques into classroom practice.