Browsing by Author "Aweke Shishigu"

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    Learning Algebra through Blended Approach: A Mixed Method Methodology
    (Addis Ababa University, 2019-07) Aweke Shishigu; Mulugeta Atnafu
    With the current technological advancement, traditional ways of teaching and learning are considered as an oldest approach that does not suit for an active learning required of this generation. Because of this, adapting different ways of learning and teachings are being developed, one of which is the one used in this study (blended learning approach). This study was aimed to investigate the effect of blended learning approach in enhancing students’ algebra learning with respect totheir achievement and affection. It also explored the perspectives of instructors and students as they experienced the blended approach. In order to improve the learning process that will address the above purpose, an interactive web-based learning platform was developed to supplement the face-to-face instruction in a university algebra course. To achieve the goal of the study, a mixed research methodology was employed. For the quantitative cause-effect relationship, a quasi-experiment with a pretestposttest design was employed. For the qualitative part, a case study has been used. The study comprised three universities found at Southern Nations and Nationalities regions of Ethiopia. The data were collected over one full semester of the year 2017. The analysis followed an embedded analysis of quantitative and qualitative data. The quantitative data was analyzed using both inferential and descriptive statistics, whereas for the qualitative part, thematic analysis was employed. Results indicated that as a result of the blended learning approach, students tend to advance their achievement and interest. However, the study highlighted that the affective aspect of students depend not only on the way of the teaching and learning process, but largely on other external factors. The study further found out a 95.74% satisfaction of students in the blended course. Blended learning is also effective in lessening the gender gap in mathematics learning. While blended learning approach has the potential to reasonably infuse the future, it remains critically important that it should be designed curiously and purposefully, which requires a thorough need assessment, and aimed to fill specific gap. Based on the results, additional imperative implications for practice and future research are forwarded.
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    Mathematics Anxiety and its Impact on Students’ Achievement: With Specific Reference to Grade Nine Students of East Shoa Zone in Oromia Region
    (Addis ababa University, 2026-04-20) Aweke Shishigu; Solomon Areaya
    This study was aimed to examine the impact of mathematics anxiety on achievement. It was alsofocused on examining gender difference in mathematics anxiety as well as mathematicsachievement. The study was conducted on five randomlyselected public high schools of EastShoa zone. Subjects included 370 students, 184 male and 186 female. Mathanxiety was measured using both the English version of Math Anxiety Rating Scale (MARS) achievement wasand the Oromicversion of math anxiety rating scale (MARS). The instrument used to measurethe Mathematics Achievement Test (MAT), which was developed by the researcher. Toaccomplish the goal of this study, a quantitative study which was a survey study was used and apath analysis model was used to investigate the direct and indirect effect ofeach predictor variable on the criterion variable. The finding revealed that there was asignificant negativecorrelation between mathematics anxiety and achievement (r = -0.250, p < 0. 01). Revealingthat students who have high mathematics anxiety tended to perform poorly on mathematicsachievement. However, those who have low mathematics anxiety tended to score high inmathematics achievement. There was a significant gender difference in mathematics anxiety (df= 368, t= -3.258, p < 0.01); showing that female students’ are more anxious about mathematicsthan male. There was also a significant gender difference in mathematics achievement (df =368,t = 5.151, p < 0 .01). Generally, the result of the study shows that male students are superior inall variables treated in the study. Moreover, the result of the study reveal that grade ninestudents’ math anxiety level is at a moderate level. The result of path analysis shows that priormath achievement, sex, affective subscale and avoidance subscale were themost influentialcauses for mathematics achievement. While affective subscales, cognitive subscales andavoidance subscales were the causes of mathematics anxiety. Moreover, prior had a stronger direct effect on mathematics achievement than did any of the math achievementvariables in thestudy, while affective subscale had a stronger direct effect on mathematics anxiety than did anyof the other two subscales.