Browsing by Author "Dejene Leta"

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    Continuous Assbssment: Its Validity, Rbliability and Feasibility
    (Addis Ababa University, 1994-06) Boagale Tessema ; Dejene Leta
    Tn thi s stud y an attempt was made to find out whether or nn t rn ntinuous assessment in the tea ching of English is more ff p.r ti ve than the non-c on tinuous traditional assessment r ra c tised in nu r hi!'"h schools. To test this, an experiment IVas co nducted for ten weeks in whi ch a sample population of 138 Grade Eleven Students in two groups (74 control and 64 expe rimental) took part. A teaching material was prepared along the principles of the 'Communicative Approach ' and given to both groups, The statistical test made on the pre-test scores of the study and control groups showed no significant difference. Nevertheless. In the post-test scores obtained. the study ,.roup performed better than the control group at a si~nificance level of O.OS. The study being essentially a testing approach was int e rested 1 n investil'atin,. the validity, reliability and fpRsih i I ity of con tinu ous a ssess ment. The better sco res of thp s tud y !'"roup on the post - test r ev eal the effectiveness of the nel< method tri ed. Moreover. the r esponses from the studf'nt questionna ire va lidat e this v iew. scores obtained from the continuous assessment and from the post -test were co rrelated to test reliability. The result shows a very strong positive co rr ela tion. The feasibility of co ntinu ous assessment in the present c i r cumst a n c e s i s rath er strong ly doubted. The l ow mora l e
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    Efl Classroom Oral Interaction And Its Realization Within Textbook-Based Oral Activities: Meki Upper Primarry Schools In Focus
    (Addis Ababa Univesity, 2008-06) Ayele Nega ; Dejene Leta
    The study was carried out to explore EFL classroom oral interaction and its realization within textbook-based oral activities. To this end, two research questions have been developed: how teachers teach speaking skills, and the extent to which the oral activities presented in the textbook encourage classroom oral interaction. For this study, three upper primary government schools were chosen purposefully, as there are some private primary schools in the town. Then, ten teachers and 130 students filled in the questionnaire. In the interview, four teachers and six students participated. Three randomly selected classes were observed twice and the oral activities in the students' book were also evaluated. Then, the data were analyzed both qualitatively and quantitatively. The results of the study revealed that classroom oral interaction most likely is devoid of learners' active participation. Students have been hardily confronted with the totality of language use (genuine classroom oral interaction), as classes were mainly teacher-fronted. Teachers' strict control over the lesson was found to be less likely to promote interaction and, thereby, to facilitate the evolvement of learning opportunities. In addition to the difficulty of oral activities in the textbook, lack and shortage of learning materials as well as insufficient time given for activities would impair the effectiveness of oral interaction. Based on the results of the study, it is recommended that teachers be given professional development courses and intensive language improvement training. Furthermore, insight should be given to the appropriateness and distribution of learning/teaching materials (i.e. the syllabus, student's book, and teacher's book) by the bodies concerned.
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    Examining Hie Wasi-Iback Effect of Grade ten Ecsec English Language National Examination on English L Anguage Instruction Through Plasma Tv
    (Addis Ababa University, 2009-07) Abynch Feleke ; Dejene Leta
    This study was intended to investigate the impact of the Grade Ten EGSEC English Language Examination on students' and teachers' attitude towards English Language instruction through Plasma TV. The study also attempted to identify the washback effect of the Grade Ten EGSEC Engli sh Language Examination on Studen ts' and teachers' classroom acti viti es. The study was conducted on Grade Ten students and English Language teachers of Goro Secondary Schoo l, government school in Nazareth (Adama) where English Language is taught through satellite Television. 170 students unci six Engli sh Language teachers were involved in the study. The required data for the study were collected using questionnaire, interview, informal conversation, Classroom observation and document inspection. The results revealed that the Grade Ten EGSEC Engli sh Language Examination triggers harmful washback effect on students' and teachers' attitude towards the Plasma TV English Language instruction. The result of the study also indicted that there was on adverse impact of the EGSEC Engli sh national examination on what teachers and students do in the actual classroom teaching/learning process. That is the nature or the examination made studcnts and teachers focus on only grammar exercises, reading tasks & vocabulari es. The document inspec ted, on the other hand, showed that there is a substant ial relationship between the Grade Ten EGSEC Engli sh Language exami nat ion and the Grades 9 and 10 textbooks. However, the format and items of the examinations were fi xed and almost the same every year. And thi s, in turn, has the effect of narrowing the Grade Ten Engli sh Language Curriculum . Based on the findin gs, it was recommended that in order to make students and teachers of Grade Ten have positive attitude towards the plasma TV transmiss ion, all the communicative tasks, exercises and activities of the pl asma lessons need to be tested on the EGSEC exami nation. Moreover, the GEQAEA organization and other authorities concerned need to work together to modify the fi xed and aged format of the English national examination. The experts of test designing should also set the examinat ion in way it could ascertain the goals of the examinat ion and the English language educat ion of the country.
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    pelling Error Analysis Among Oromo Learners of English at Asella Teachers Training Institute
    (Addis Ababa University, 1999-01) Yeshitla Habtemariam; Dejene Leta
    In this study, 160 trainees and five English teachers were involved. Of the 160 trainees, 80 from Asella TTI and the remaining 80 from Dessie TTI were native speakers of Oromo and Amharic, respectively. Similarly, three of the teachers from Asella and two from Dessie were native speakers of the above languages, respectively. Except the teachers, trainees from both TTI's were selected with the help of the Table of Random Numbers. The main purpose of the study was, however, to investigate English spelling errors among Oromo trainees at Asella TTI. Trainees from Dessie were included to identify spelling errors that were particular to trainees at Asella TTI. The English teachers were also included to have more points of reference and see whether or not the teachers commit the same spelling errors. To elicit the possible spelling errors from the above subject groups, composition and dictation tests were administered. Then, the spelling errors obtained from the two tests were listed under the subject groups who committed them (spelling errors). For further analysis, spelling errors committed by trainees of Asella were classified into five major error types and were then, cross-checked with those errors committed by trainees ofDessie TTI as well as the teachers. The results of the study, thus, indicate that most of the spelling errors (about 74.1%) committed by trainees of Asella TTI were intralingual misspellings. Phonetic spellings and errors of analogy with target-language spelling pattern were also found to be the most recurrent errors among the intralingual misspellings. It was also found out that trainees of Asella TTI committed inter lingual spelling errors (about 25.8%) in their writings. In this type of errors, errors of analogy with nativelanguage spelling pattern were found dominant. The data obtained from the teachers' writings, however, show fewer spelling errors both in the composition and dictation as compared with the trainees' errors. In addition, it was found out that there were more spelling errors in the dictation than in the composition writing. On the basis of the study and its results, major conclusions were drawn and pertinent recommendations made.
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    The Practices and Challenges of Distributed Leadership in Addis Ababa University
    (Addis Ababa University, 2014-07) Dejene Leta; Hussein Kedir
    The purpose of this study was to scrutinize the practice and challenges of distributed leadership in Addis Ababa University. In order to meet the objectives of the study, descriptive survey method was employed. From 248,instructors, 78 instructors from 6 colleges, 3 deans from College of Social Science (CSS); College of Business and Economics CBE); Colleges of Natural Science (CNS); College of Development and Environmental Studies (CDS), College of Education and Behavioral Studies (CEBS) and College of Law and Governance Studies were selected for the study. Instructors were selected by Simple random sampling technique. Available sampling technique was used to select college deans. Questionnaire containing open and close-ended items, and semi structured interview, rating order and items constructed in terms of Likert scale were employed in the process of data gathering. The data obtained through the questionnaires were analyzed using frequency, percentages, mean, standard deviations, and rank order. The information obtained through open-ended questionnaires and the interviews were organized to supplement the quantitative data. Findings from the data analysis revealed that most instructors in AAU moderately perceived the features of distributed leadership. It was also noted that the leadership structure of the university moderately entertain the practice of distribution leadership. Furthermore, the study revealed that instructors participation in decision-making responsibilities beyond their own classroom and department functions and their collaboration to achieve the collective ambition of the university were undersized. Lack of team work, loose tie among college deans, department heads and instructors and lack of shared responsibility among instructors were the major challenges that deter the practice of distributed leadership practice in AAU. On the other hand, the study showed that ensuring well- built relation amongst college deans department heads and instructors, persuade team work and shared responsibility, creating favorable condition to facilitate team leadership and collective responsibility, ensuring smooth collegial relationship amongst instructors were the major solutions to the problems. College deans and department head work hand in hand to strengthen as well as guarantee the participation of instructors in the decision making process of their respective college, ensuring, team work, strong relationship, shared responsibility and creating favorable conditions for effective practices of distributed leadership in the university were the major recommendations forwarded in the study.