Special Needs Education

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Browsing Special Needs Education by Author "Achew, Tilahun (PhD)"

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    A Comparative Study on Academic Achievement of Students Who Came From Separated And Intact Families in The Case of Private Primary Schools At Bole Sub City Addis Ababa
    (Addis Ababa University, 2018-11) Ayele, Endale; Achew, Tilahun (PhD)
    The objective of this study was to investigate the academic achievement of students from separated families and intact families of two selected private schools at Bole sub city Woreda eight. These students were from first cycle division. In order to accomplish this objective, measure for the academic achievement, average academic scores of one year of each student was obtained from school records. The finding showed that there is a significant difference in academic achievement of students from separated families and intact families. There is also significant difference between age groups but there no significant difference in sex differences. And also no significant differences between the selected schools in students academic achievement. The students who came from separated families of the selected schools scored lower academic achievements below the expected mean of the study and the schools. For the study the researcher used 30 students from then separated families and also 30 students from intact families were selected as a sample. The sub city the Woreda and the schools were selected using lottery method. To select students from the population the researcher used systematic random sampling for students from separated families and random sampling for students from intact families.
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    English Reading Difficulties among Grade Six Students in Addis Ababa: Yeka Sub City
    (Addis Ababa University, 2019-03) Gizaw, Deribe; Achew, Tilahun (PhD)
    This study sought to identify the level of reading among grade six students of Addis Ababa and the factors affecting their reading in English language. It followed a mixed research design approach. To obtain a representative sample of the population of primary schools, purposeful sampling was used. Both qualitative and qualitative and quantitative data to obtain from lesson observation and from reading tests, and finding revealed that, inadequate UL English, reading materials, improper teaching methodology and insufficient English language development negatively affected their reading. The results from the test indicated that decoding phonemic awareness, word recognition skill and comprehension hamper the reading proficiency. The research recommends that schools should make resources available to by supplementary reading materials by learners and the teachers encourage learners to borrow books from libraries to practice reading independently. This research is conducted on 100 students from three different schools.