Browsing by Author "Fekadu Mulugeta"

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    Eap Syllabus Design, Material Development and its Implementation: the Case of Communicative English Skills (Enla1011) in Selected Public Universities
    (Addis Ababa University, 2019-12) Bedilu Teka; Fekadu Mulugeta
    The main objective of this study was to examine Communicative English Skills syllabus design,material development and its implementation. In doing so, two universities were selectedpurposively since universities in the country were expected to offer harmonized common courses as of 2013.Moreover, as massive number, which accounts for 40% of students who have beenjoining public universities in Ethiopia for the last decade were enrolled tofaculties/colleges/institutes/schools of engineering and technologies, it is an imperative to lookinto whether this EAP course is compatible with the university academic dynamics inengineering and technology as it is impractical to study trends in all fields of studies at once.The study attempted to answer the following major research questions. First and foremost, whata Communicative English Skills course design and material development looks like in universities under study was focused on. Next to this, the extent to the communicative Englishskills course syllabus and course materials in use were fit forpurpose were given due attention.Thirdly, the degree to which pre-engineering students are good at English language skills asperceived by the learners themselves and their respective EAP teachers was also focused on ashow one perceives about oneself or others affects classroom practices where there is a diverseneeds, wants and lacks. Moreover, whether what EAP teachers‟ give priority to in the learningteachingprocess really address students‟ needs or not was scrutinized. Furthermore, how muchdo English language teachers in the area under are acquainted with skills and knowledgerequired to become EAP practitioner is examined. Finally, whether appropriate assignment forlearning is in place or not was looked into as it either makes or breaks the implementation of anycourse in one or the other way. To address these research objectives, four instruments of datacollections which include: questionnaire, interview, classroom observation and documentanalysis were employed in the study. With regards to the participants of the study, 236 students(145 from ASTU University (ASTU) and 91 from Mettu University) were selected randomly outof 1,206 pre-engineering students from ASTU and out of 302 students in the same stream fromMettu University respectively in order they fill in the questionnaire. On the other hand, 31teachers (17 from ASTU and 14 from Mettu University) were also included in the study bymaking use of availability sampling technique since the number English language teacherswho were on job during researcher‟s stay in the study sites was less than 20 in both cases.Out of 31 teacher respondents, four of them, two from each university, were observed fourtimes each to examine their actual classroom practices. Moreover, English languagedepartment heads, teachers whose classroom were observed, Communicative English Skillscourse book writer and curriculum officer at MoE were interviewed. Based on quantitative andqualitative analysis, the following findings were identified: thoughthere is harmonized syllabusmeant for Communicative English skills to be used in rhetoric, both universities underinvestigation were neither using the recommended syllabus nor designed their own syllabus andteaching materials that foster critical-pragmatic EAP. In this case, it was a commercialteaching material called „Oxford for Career: Technology1‟ which was in use at ASTU. Thiscourse book a result of is a „narrow-angle‟ EAP if one looks into the contents and tasks in each v | P a g eunit. The other main problem this material has is that it does not have cultural and situationrelevance. Opposed to trend in ASTU, EAP teachers at Mettu University were supposed toteach whatever they liked since they did not use similar inputs except the grammar points takenfrom College English volumeI. Teacher respondents from both universities consider asteaching productive skills is very important overteachingthereceptiveskills.Therefore,academicliteracyand study skills related to listening and reading skills students need to developin the university academic sphere were not given due attention. With respect to EAP teachersorientation and skills, the study depicted that majority of them were offering the course underscrutiny without taking any pre-service or in-serve trainings. Moreover, though plethora ofempirical studies in the area of EAP teaching show as class size is among factors that hampeimplementation of active learning techniques and continuous assessment, this problem is soevident in case of Mettu University whereby majority of pre-engineering class is above 50.Consequently, teachers in this university inclined to assessment of learning over assessment forlearning. Finally, based on the findings of the study it is recommended that Englishlanguage department heads should plan for periodic evaluation of effectiveness EAP courses toinitiate syllabus and textbook renewal or modification. Furthermore, EAP teachers should begiven trainings on the recent EAP pedagogy in pre-service and in-service modalities. On thetop of these, as we are in the technological advanced era, instead of waiting for advancedEnglish language laboratory, it seems sound to establish computer lab where listening skillsinputs could be shared and made accessible to students as need be. In nutshell, it is appropriateto design EAP syllabus and course book that incorporate both feature of ESAP and EGAP to tapon the diverse target and learning needs of the students.Keywords: English for Academic Purpose, Syllabus Design, Course Material Development,Needs Assessment, Pedagogical orientations and skills
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    Factors that Affect the Practice of Teaching-Learning Speaking Skills in Group Work: Bole Preparatory School in Focus
    (Addis Ababa University, 2015-08) Sintayehu Teferi; Fekadu Mulugeta
    In this study, an attempt was made to identify factors that affect the effective practice of learning speaking in group work with reference to grade 11 students in Addis Ababa. The main aim was to find out problems that affect students’ speaking through group work and to identify English teachers’ roles in maximizing students participation using L2 English in group work. The subject of the study was grade 11 students and English teachers at Bole preparatory school. 280 students from four randomly selected sections have taken part in filling the questionnaire, and three English teachers who teach in these sections were interviewed. Initially, the instruments were administered on a pilot sample based on this, item analysis was carried out and improvement was made. SPSS Software was employed to analyze the data. The results obtained from questionnaire, interview and observation were considered together in the analyses. The analysis of data shows that personal factors like low self-esteem, language anxiety, low English ability, culture, and situational factors like group size, group composition, group cohesiveness, quality of speaking tasks and seating arrangements and on the other side the teachers’ roles are found to be some factors that affect the effective practice of learning speaking in group work. Based on the findings, it was concluded that students’ personal and situational factors and again teacher’s deviation from performing of their roles are some factors that affect the effective practice of learning speaking during group work. Therefore, course designers and particularly English teachers should consider these factors, and exert their maximum effort to alleviate the problems students face during learning speaking in English class through group discussion
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    An Investigation Into Suitability Of English For Academic Purpose Course Book In Addressing Learners’ Needs: The Case Of Communicative English Skills At Adama Science And Technology University
    (Addis Ababa University, 2020-07) Bedilu Teka ; Fekadu Mulugeta
    The main objective of this study was to examine Suitability of English for Academic Purpose course in addressing learners’ needs with special reference to provision of Communicative English Skills at Adama Science and Technology University. To achieve the intended objective, descriptive case study was employed in order to portrait the existing situation, and then forward alternative means of curbing the problem. In doing so, data were collected from 145 student respondents who were selected randomly out of 1,206 pre-engineering students. Moreover, 17 communicative English Skills teachers were included in the study by making use of availability sampling technique since the number English language teachers who were around during researcher’s stay in the study sites was only the said figure. Out of 17 teacher respondents, two of them were observed four times each to check whether they were servant of the course book or creative enough to contextualize inputs and tasks included the course book under scrutiny. Moreover, English language department head and teachers whose classrooms were observed were interviewed to triangulate the findings of the study. On the top of these, document analysis was carried out to examine relevance of objectives, inputs, tasks and activities included in the course book ‘Oxford English for Career: Techonlogy1’ in equipping Pre-engineering students with academic literacies and study skills they need to learn at university level. Finally, based on quantitative and qualitative data analysis, the following findings were identified: though there is harmonized syllabus meant to teach Communicative English skills in rhetoric, university under investigation did neither use the recommended syllabus nor designed its teaching materials that address learners’ dynamic needs. However, ASTU has been using a commercial teaching material, ‘Oxford English for Career: Technology1’, which lacks cultural and situational relevance if one looks into puts provided in all most all the units of the book. In addition to this, teacher respondents from university under investigation seem to consider that teaching productive skills is so essential over teaching the receptive skills as opposed to student respondents’ reaction in which they have showed their dire needs of learning the four major language skills in a balanced manner. Based on the findings of the study, it is recommended that English language department heads should plan for periodic appraisal of communicative English skills provision sine this could open up windows of opportunities for syllabus and textbook renewal/ modification. In nutshell, it is appropriate to design EAP syllabus, and then develop/adapt a course book that can tap on learners’ diverse target and learning needs
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    An Investigation of Reading-to-Write Strategies Employed by Fourth Year Students in the Department of Foreign Languages and Literature at AAU
    (Addis Ababa Universiy, 2001-07) Fekadu Mulugeta ; Mekonnen Dissasa
    This study attempted to investigate the reading-to-write strategies employed by fourth year students in the Department of foreign languages and Literature at Addis Ababa University. An investigation was made on the types and frequencies of strategies employed by the students and the relationship between these strategies and the students' writing. To achieve the purpose of the study 20 students (25.6% of the total population) were randomly chosen. The necessary data was collected from: (1) questionnaire administered to the 20 students, (2) think-aloud recording of 19 students, (3)interview with three students and, (4) writings of the 19 students. Analysis of the data from the sources revealed that, while doing reading-to-write task, students use strategies in the following order: cognitive, social affective and matacognitive strategies. It was also found that students use less demanding strategies such as repetition, asking for clarification and self-monitoring more frequently than demanding strategies such as planning, elaboration, transfer and inference. It was also observed that students with less competent writing less frequently use metacognitive strategies. What is more, difference within strategy uses among students who have produced competent, average and less competent writing was observed. Based on the findings of the study, it was suggested that students should be given training and practice on uses of different strategies and tasks in order to make them able to direct their own learning. The need to train teachers and include learner training components into teacher training course and language learning materials are the overall recommendation of the study.
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    Practice and Challenges of Transformational School Leadership in Secondary Schools of Gurage Zone
    (Addis Ababa University, 2018-10) Shewaye Turiye; Fekadu Mulugeta
    The purpose of this study was to assess the current practices and challenges in exercising transformational leadership in secondary schools of Gurage zone. The study also explored the practice and challenges of transformational leadership implementation. Cross-sectional descriptive survey design along with mixed method was employed. Quantitative data were collected, through questionnaires, from 217 of respondents (principals and teachers), randomly selected from selected secondary schools. Semi-structured interviews were also held with 23 respondents (supervisors and PTA chairperson); availability sampling technique was used to select them from selected secondary schools of Gurage zone. Document analysis was also part of data collection for the study. Using SPSS version 20, quantitative data were analyzed using descriptive statistics such as percentage, mean, standard deviation, and inferential statistics t-test was used. while the qualitative data were analyzed using content analysis approach. Finding of the study revealed that it was identified that the majority of the teachers, principals, supervisors, and PTA chairperson had served for 10 years and below which implies not experienced. It was identified by the study that level of understanding, and, exercising the domain and its practices of transformational leadership is in low level, especially understanding concepts of transformational school leadership is 3.75.This supervisors and principal were unable in continuous follow up and understanding level and also the four dimension(idealized influence, intellectual stimulation, individualized consideration, and inspirational motivation) ,practicing and exercising are at low level. Concerning about exercising of transformational school leadership teachers are not clear about its significance as well as its practicing transformational leadership in secondary school is very low. The study identified major challenges that impede principals’ transformational leadership practices, namely: poor management system of principals, dominance of routine administrative work to principals, low parental/community involvement, budget deficit(inadequacy), pressures of internal and external forces. Therefore, it could be concluded that those afro-mentioned challenges were highly affecting the principals’ transformational leadership practices.Thus, on the basis of findings obtained it is possible to conclude that in the sampled secondary schools in Zone the schools had almost a poor transformational leadership practices. Thus, this clearly shows the school principals lack clear awareness/adoption of leadership paradigm, transformational leadership. The study further showed that finally, it can be suggested that further studies need to be conducted in this area with regard to Transformational leadership practice, and challenges to arising negligible role stakeholders. Based on these findings, it was recommended that Overall findings from this study suggest that the principals’ transformational leadership practices should play important roles in tackling those challenges particularly related to overload administrative work, budget deficit, parental involvement and pressures of internal forces through mobilizing community, engaging self- incoming generating activities, wisely using funds, providing school base training, and counseling and guidance and, It is recommended that the regional, Zone and Woreda education officers solve the problem of time less turnover supervisors and principals trained in educational leadership and management is seriously recommended in all secondary schools of Gurage Zone to overcome the problem of supervisors and principals to provide proper transformational leaders in school to support for students, teachers, and school effectiveness were some of the major recommendations forwarded.
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    Practices and Challenges of School-Based Supervisionin Government Secondary Schools of Abuna Gindeberat Woreda of West Shoa Zone
    (Addis Ababa University, 2018-06) Fufa Burju; Fekadu Mulugeta
    The purpose of this study was to assess practices of school-based supervision: in the case of government’s secondary schools of AbunaGindeberetWoreda, West ShoaZone inOromia Regional State. The descriptive survey method was employed. Samples were drawn from seven secondary school found in woreda, four Government secondary schools was selected using simple random sampling techniques for the study: The reason for using simple random sampling technique was to give equal and non- zero chance for each school. Accordingly, from four government secondary schools 83 teachers were selected randomly while 16 head of Department and 18 senior teachers, 8 principals, 2 cluster supervisor and 1 Woreda Education Office coordinators of supervision were also selected using availability sampling technique for the study. Data were collected through questionnaire, interview and document analysis. Frequency, Percentage and mean score were used to analyze and interpret the data collected through questionnaire. The data collected through interview and document analysis were analyzed and interpreted using narration to enrich the data obtained through questionnaire. The findings of the study revealed that school –based supervisors were assigned to their roles through competitions and among the school based supervisors vice -principals, department heads and senior teachers have played their supervisory roles fairly. The outcomes of the study suggested that lack of experience relation to supervision practice, lack of supervision manual, lack of short term training supervisors in areas of supervision, lack of adequate budget as well as absence of school coordination, lack of commitment of supervisors, workload of the supervisors and teachers resistant against the supervisory activity were found to be the major factors that affected the practicing of school based supervision in the sampled secondary schools. Based on the above findings, revising the current selection criteria of school -based supervisors, training the supervisors in areas of supervision, using different options of supervision to promote teachers professional development, facilitating opportunities of an experience sharing between the schools and departments , assigning sufficient number of teachers to schools to reduce the workload of the supervisors, allocating budget for supervisory activities and providing supervision manual which help to carry out supervisory activities accordingly were recommended to reduce or alleviate the factors that affected the practices of school based supervision.
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    Reading Strategy Use: The Case of High and Low Achievers at Private High Schools of Kb Academy Grade Nine and Ten Students
    (Addis Ababa University, 2017-08) Yechalework Aynalem ; Fekadu Mulugeta
    The purpose of this study was to investigate the reading strategies use by high and low achiever of private grade nine and ten students of Addis Ababa. The focus was to attain the type and range of strategy they use and frequency level thereby to assess the differences/similarities in using the reading strategies by high and low achiever students. To this end, thirty students were selected (15 top high achievers and 15 least low achievers) using stratified sampling technique. To measure students’ reading strategy use, Oxford’s (1990) Strategy Inventory Language Learning (SILL) was adapted. The modified self- report questionnaire with 43 items were prepared and administered to all selected students. In addition, interview was conducted with sixteen (8 top high achievers and 8 least low achievers) of the sample population. Data obtained through the questionnaire were analyzed using Statistical Package for Social Sciences (SPSS) version-20. The descriptive statistics such as frequency counting, mean value, standard deviation, and Independent T-test were considered in discussion. The t-test (with significant difference level p< 0.05) was applied to check if there was a statistically significant difference between high and low achievers in using the main reading strategies. During discussion, data obtained through the self-report questionnaire were cross checked using the data obtained through interview. Results of the study show that there was a relationship between four main strategies use (i.e. memory, cognitive, metacognitive, and social strategies) and language learning achievement. High achiever students were also found to use all the main strategies more often than low achiever students. Based on the findings, it was recommended that awareness raising should be made to enhance students' use of various strategies at higher frequency and the low achievers must be encouraged to use the reading strategies more frequently.
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    School Feeding Program and Learners’ Engagement in Pre-Primary and Primary Government Schools in Addis Ketema Subcity,
    (Addis Ababa University, 2023-06) Blen Fekadu; Fekadu Mulugeta
    The study investigates the relationship between the School Feeding Program (SFP) and students' learning engagement in government schools within Addis Ketema Sub-city, Ethiopia. Employing a descriptive correlation design and mixed methods methodology, the research combines a quantitative survey and qualitative interviews. The quantitative component involves 138 student samples from primary while the qualitative involves 74 student samples as subjects of interview to 38 homeroom teachers. The qualitative component focuses on 11 primary and 10 pre-primary schools which may overlap, and the quantitative element shares the 11 from the qualitative. Data analysis encompasses descriptive statistics, Pearson r correlation, and ANOVA for quantitative data, along with content analysis for qualitative data. The findings reveal a significant and positive correlation (r = 0.78) between the SFP and learners' engagement. Notably, moderating factors such as age, Body Mass Index classification, grade level, parental occupation, rank, and material availability influence this relationship. Finally, this study unveils that school feeding is positively related to learners’ engagement and also recommends that longitudinal research be conducted to examine the relationship between school feeding and learners’ engagement in the long-term. The research provides valuable insights for educational policymakers and stakeholders involved in school feeding programs. Keywords: School Feeding, Learner’s Engagement, Relationship, Addis Ketema, Addis Ababa
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    Teachers’ Practices and Challenges in the Use of Interactive White Board at the Diamond Academy Primary School
    (Addis Ababa University, 2022-04) Genet Girma; Fekadu Mulugeta
    The main objective of this study was to investigate teachers practices and challenges in the Use of Interactive White Board in the case of Diamond Academy a school located in Yeka sub-city, Addis Ababa. To achieve this objective the researcher used, both quantitative and qualitative research (mixed research) method. The targeted population was purposively selected, 75 teachers and 2 school directors of Diamond Academy. Data was collected using questionnaire interview and observation. The quantitative data was analyzed using statistical package for social sciences (SPSS) while the qualitative data were analyzed in a narrative way. The study findings revealed that the factors that hinder teachers from using the interactive white board are, lack of technical support for teachers and absence of trainings from experts in using interactive white boards and also teachers lack of confidence, negative attitudes towards the IWB, time constraint, work load to prepare lessons coinciding with the IWB, lack of skill, lack of preparation were identified as challenges to use the IWB to bring the intended positive outcomes on students with the aid of the interactivity nature of the IWB. The results of this research suggest the school needs to provide technical support for teachers and increase the number of technicians. Applied pedagogical trainings from experts in using interactive white boards should be provided for teachers. School leaders should include digital tool use in teachers CPD programs.
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    The Relationship between School Feeding and Academic Achievement of Students: The Case of Selected Primary School of Gulele Sub City.
    (Addis Ababa University, 2023-06) Sinidu Mengistu; Fekadu Mulugeta
    The main objective of this study was to analyze the relationship between student academic achievement and school feeding in the context of a sample of primary schools in the Gulele Sub-city, particularly Dilbetigle, Addis Tesfa, Jerusalem, Addis Ababa Number One, and Kelem Amba primary schools. This study used a correlation research design was used in this study. The research objective was achieved through the use of both quantitative and qualitative approaches. The instruments used to acquire the data were questionnaires, interviews, focus group discussion, and document analysis. This research involves 162 students, 68 teachers, 26 parents and 5 principals. Simple random sampling technique was utilized for sample selection. Both descriptive and inferential statistical techniques were applied in analyzing the collected data by using SPSS 26 software package. This research finding indicated positive correlation between school feeding and students´ academic achievement. The results of the study also revealed that students' involvement increased, their absence from classroom decreased, and they became more attentive to their lessons and completed all of the classwork and homework assignments given to them by their teachers. Then, in addition to addressing immediate hunger, the researcher recommended that Sub city education offices and primary schools take into account school feeding as one of the tools to improve students' achievement. The school principals, teachers and other stakeholders need to work hard on enhancing the knowledge and abilities of students in order to raise their academic achievement. Key words: Achievement, Feeding, Student, Relationship
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    A thesis Submitted to College of Education, Department of Educational Planning and Management in Partial Fulfillment of the Requirements for the Degree of Masters of Arts in School leadership
    (Addis Ababa University, 2020) Fetena Aduga; Fekadu Mulugeta
    The main purpose of the study was assessing the factors affecting school leadership effectiveness and implication for school good governance in the secondary schools of Jida woreda. In order to meet the objectives, a descriptive design was used, and both quantitative and qualitative methods were employed. Only two secondary schools were selected purposively. The researcher used Census method for secondary school teachers for questionnaire. Interviews and FGD was selected purposively form populations. Data collected from both primary and secondary sources. Quantitative data gathered from questionnaires and semi-structured interview guides, and FGD were used for the purpose of collecting relevant qualitative data. Data obtained through questionnaires were analyzed using statistical tools like frequency, percentage, mean, average mean, and standard deviation. Moreover, data gathered through interviews and FGD was considered to complement the questionnaires in narrative form. The collected data was analyzed through SPSS version 21 and to present the data statistical tools like the table and bar chart were used. The finding of the study showed that the factors affecting SLE in the study area were the use of technology or ICT, professional development, resource availability and school culture respectively. On the other hand, conflict management is not factor affecting SLE. The study also revealed that lack of ICT infrastructure and utilization, lack of continuous professional development and training, insufficient resource to run school activities, weakness in creating conducive school culture and absence conflict management and resolution of secondary school were the ways in which each factors affecting SLE. Furthermore, the study indicated that SLE has implication for promoting school good governance through Increase participation, Enhance accountability, Plan Strategic vision, Increase effectiveness and efficiency, promote equity, Increase transparency and Enhance openness. Finally, the researcher mainly recommended that, give attention to the continuous professional development and training that initiate school leaders and teachers; stakeholders' participation and collaboration; schools need to think of their own income generating sources on top of government budget through improving their relationship with school communities by developing project proposal and submit to international donors, at provision and utilization of technology or ICT in the schools.