Educational Leadership and Management

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Browsing Educational Leadership and Management by Author "Abebe Ghedai"

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    An Assessment of the Status of Population and Family Life Education in the Curriculum of Some Selected Colleges of Teachers Education in Ethiopia and its Effect Upon the Knowledge, Attitude, and Practice of the Students
    (Addis Ababa University, 1997-06) Bisrat Ashebo; Abebe Ghedai
    The purpose of this study was to assess the status of Pop/FLE in the curriculum of Teachers Education in Ethiopia and to findout its effect upon the knowledge, attitude and practice of the students. To do this, two Regional Colleges of Teachers Education namely; Awassa and Gonder were randomly chosen. From the total of 460 students population in the two colleges 154 sample students were randomly selected. Sixteen department heads and 5 curriculum designers were interviewed. A questionnaire consisting of 20 items multiple choice test, 20 items attitude inventory, 12 items rating scale and one open ended question was administered for the sample students twice as a pre-and post-test to see the effect of the course.The course catalogues and course contents were considered as sources of supplementary data . Then, percentage mean, mUltiple comparison of the mean, analysis of variance (ANOVA), Pearson correlation coefficient and t-test were used to analyse the data. . The study revealed that the students seem to have Pop/FLE knowledge and positive attitude and practicing it at the time of their enrolment to college. However, variation in their KAP level was found as a result of differences in College, sex, religion, residential background and previous exposure to Pop/FL information. Besides positive relationship was found between their knowledge level and attitude, and their knowledge and practice . It was found that, there are significant proportions of Pop/FL related objectives and contents in each
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    An Investigation Into the Integration of Environmental Education Into Social Studies Course in Some Selected Teacher Training Institutes (T.T.Is) Of Ethiopia
    (Addis Ababa University, 1994-06) Melaku Girma; Abebe Ghedai
    The purpose of this study was to investigate the integration of environmental education into social studies course in the T. T. Is, through examining the trainees' environmental education competencies which involve changes in knowledge, attitudes and skills. To achieve the objectives of the study 321 trainees from four T.T.Is were randomly selected. In addition to this, the instructors of the course and the teaching materials were considered as sources of additional data. A 10-page questionnaire, which included: the test, attitude inventory and rating scale, was administered. The syllabus and the textbook of the course were analyzed and interviews with the instructors were conducted. The data collected were statistically treated. The results suggested that the course seems to have some elements of environmental education, even though they do not measure up to the objectives and standards of the present day environmental education program. The slight majority of the trainees displayed mastery of environmental knowledge as far as the test results are concerned. However, when seen from different directions it is found to be premature to generalize that the trainees have foundational competency in environmental knowledge. Even though the available information and findings alone are not comprehensive to provide conclusive results, the trainees' attitudes toward environmental problems, environmental education and environment in general found to be highly desirable. Regarding environmental skills the trainees appeared to have a minimum competency in environmental action skills. In all the three cases statistically significant differences were observed among the T. T. Is considered. Relatively positive significant relationships were obtained between the trainees' environmental knowledge and environmental attitudes. On the other hand, between the trainees' environmental knowledge and environmental skills and between the trainees' environmental attitudes and environmental skills no clear systematic correlations were obtained. Many constraints and difficulties were reported concerning the integration of environmental topics and activities into the course. In general a very modest and uncoordinated teacher training effort in the area of environmental education seemed to be the rule at every institute studied in this inventory. The practical implications of these findings to the development of environmental education in the course specifically, and in the other courses in general are indicated