Curriculum and Instruction

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Browsing Curriculum and Instruction by Author "Abebe, Nardos (PhD)"

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    The Current Status of the Self-Contained Classroom Teaching in Primary Schools in Addis Ababa Administrative Region Abe Be Ahmed
    (Addis Ababa University, 2000-06) Ahmed, Abebe; Abebe, Nardos (PhD)
    The purpose of this study was to find out the current status of the self-contained classroom teaching in the primary schools of Addis Ababa Region . To obtain a clear picture of the situation three data gathering instruments (observation, questionnaires and interviews) were employed, nine primary schools, One hundred and Sixty self-contained classroom teachers , fifteen Regional , Zonal & Woreda supervisors, nine primary school directors and thirty six self contained classroom fourth grade students were used as the subjects of the study. Percentage was employed to analyse all the data . Findings made suitable for the classrooms are not clear that the self-containeed wide enough for classroom environment is classroom teaching i . e. teachers and students to not the move from place to place for teaching learning activities, some windows and doors are broken and unable to be closed and opened easily as needed, there are no sufficient seats for students, drawers and cupboards for teachers and students are not available. The absence of substitute teachers, subject specialists, skilled teachers for non-ac~demic subjects makes it very difficult to make this system of teaching effective. The lack of orientation given to the teachers who are currently teaching in primary schools first cycle grades 1 to 4 is another problem facing the system . The inflexibility of the schedule is also a major setback . Finally , inorder to improve the existing unsatisfactory conditions, the following recommendations are suggested . The standard which was present during the tryout stage to be followed in the implementation program, to give orientation to teachers, to use team teaching, to reduce the class size to at most 50, to provide library periods, to assign expert teachers to non-academic subjects and to allocate financial and material resourcs for the preparation of instructional materials .
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    The Extent to which Teachers Use Heuristic Problem Solving Approach in Teaching Grade Seven Mathematics
    (Addis Ababa University, 1999-06) Demissie, Metasebia; Abebe, Nardos (PhD)
    The purpose of the study was to investigate the extent to which problem solving is taught in grade seven mathematics classes using heuristic problem solving approach in Addis Ababa City Administrative Region. The sources of data were grade seven mathematics textbook and sample grade seven mathematics teachers. Three data collection instruments were used: content analysis, observation, and questionnaire. Accordingly, the content of the textbook was analyzed, samples of eleven teachers were observed, and 35 teachers (including the eleven teachers observed) were made to fi ll the questionnaire. The result of the study revealed that problem solving was found not incorporated in most of the topics (contents) of the textbook. Heuristic problemsolving approach is applied only 25%, which is very low. Because of th is the textbook is said to be following the traditional approach. Regarding the teachers' use of the heuristic approach while teaching problem solving to the students, two results were obtained. The result of the data gathered through questionnaire administration showed that the teachers applied 71.75% heuristic approach whereas the data obtained through classroom observation showed the teachers applied 34.5% heuristic approach. However, it was also found from both instruments that the teachers gave more emphasis to teaching the computational work or performing the mathematics needed than teaching the solution process. This is also considered as the teachers used the traditional approach while teaching problem solving. An investigation was also made regarding the appropriate use of effective teaching strategies while teaching problem solving. The use of thought-provoking questions was chosen for investigation from among other effective teaching strategies. Accordingly, the data gathered through classroom observation revealed that the teachers used less number of thought - provoking questions (35.35%) than memory and factual questions. The majority of these thought-provoking questions (51.32%) were asked for thepurpose of facilitating the computational skills of the students. The result of the data obtained through questionnaire showed that the teachers ask thoughtful questions (in line wi th the heuristic elements indicated) rated as "sometimes'" Therefore, since the teachers were not found to use the thought questions properly and in sufficient number for the purpose of teaching most of the solution processes of a problem, it is said that the teachers did not use this teaching strategy appropriately. Thus, curriculum developers and other pertinent bodies should see to it that the textbook be revised and incorporate non-routine and multi-step problems that provide contexts for problem solving to occur in every content of the textbook. Together with this, when problems that are presented for il lustrative examples are solved, heuristic problem solving approach must be used regularly. In addition, the teacher's guide should provide the solution of every problem that is presented in the textbook by applying the heuristic approach. Teachers should get the necessary knowledge and skills of using heuristic problem solving approach with the appropriate teaching strategies This can be made possible through a course in problem solving to be offered in either pre-service or inservice training program
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    Some Factors Affecting Female Pupils' Participation and Academic Performance in Primary Education in Amhara Region
    (Addis Ababa University, 2000-05) Belete, Mekasha; Abebe, Nardos (PhD)
    This thesis dealt with in-school and home factors that influence participation and academic performance of primary school girls in Amhara Region. In undertaking the study the descriptive survey method was used. Two- zor:les from- tt:le-region were- first- identified- loJsing the pUFpesive sampling method. Then twelve sample primary schools were selected randomly from six districts. Questionnaire, structured interview forms and document inspection form were employed for data collection. The subjects of the study included a total of 240 pupils, 97 teachers and 43 parents. Gender Parity index, frequency distributions and percentages were applied in analyzing and reporting the results. The major findings revealed that: the attitude of parents regarding the importance of education for girls have positively changed; dropout rate of female pupils is relatively lower than boys but higher at grades 1 and 2; imbalanced home duties interfere very much in the education of girls; and the scholastic achievements of female pupils are lower compared to males. Recommendations forwarded include: girls from impoverished families need support; parents should be sensitized so that household routines would be shared fairly and equally in the family; and compensatory assistance should be provided to female pupils in order to improve their academic performance.