Browsing by Author "Fikadu Eshetu"

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    Challenges of Continuous Assessment in Teaching Physical Education: The Case of Dalota Secondary School
    (Addis Ababa University, 2024-01) Diriba Tesfa; Fikadu Eshetu
    This study aimed to explore the Challenges of Continuous Assessment in Teaching Physical Education in Dalota secondary school. Four basic questions were raised to achieve the objectives of the study. A descriptive survey research method was employed to answer these basic research questions. Students, HPE teachers, and school directors were the participants of this study. 160 students were selected by using the scientific method (mathematical formula) stated by Miller and Brewer (2003) from Dalota secondary school whereas 4 HPE teachers and 2 school principals were also selected by using purpose sampling method for this study. The main findings of this study were: scarcity of time on the implementation of CA in both practical and theoretical assessments, lack of sport facilities such as sport fields, large class size, lack of follow-up by school principals, lack of feedback system on the implementation of continuous assessment, lack of awareness on the advantages of continuous assessment in both practical and theoretical assessments were the main challenges of continuous assessment. Based on the research findings, the researcher tried to put a solution for this study by: giving sufficient time on the implementation of CA in practical assessment, filling the sport facilities for HPE teachers such as preparing sport fields, preparing the necessary materials, motivating PE teachers, enhancing students interest towards physical education class, , following-up of supervisors or school administrators, giving immediate feedback on implementation of continuous assessment for the students’ etc were recommended in general. Keywords: Physical education, Assessment, continuous assessment, implementation,
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    Context-Based Instructional Approaches and Preparatory School Students’ Learning of Rotational Motion
    (Addis Ababa University , 2019) Fikadu Eshetu; Shimelis Assefa
    This study aims to explore the effectiveness of context-based instructional approaches as compared to the traditional instruction on eleventh grade students‟ conceptual understanding, problem-solving skill and their affections toward rotational motion. The study was conducted using an embedded mixed-method research design. For the quantitative part, a multiple group quasi-experimental pre-test post-test control group research design was applied. Students written answers to the tests were also analyzed. Data was also collected from learners and teachers regarding their views on the instructional methods. A total of 166 eleventh grade students of three preparatory schools participated in the study. REACT strategy of context-based instruction and traditional instruction integrated with context-based instruction were used to teach the two treatment groups while traditional method was used in the comparison group. The treatment lasted for seven weeks, and the data were collected through conceptual understanding test, problem-solving skill test and affective characteristics questionnaire. Furthermore, classroom observation and interviews were also used to collect data. The study result revealed that context-based approaches produced a significantly better acquisition of rotational motion concepts than the traditional instruction. The approaches can also be used in the classroom instruction to develop better affections towards physics. Hence, teachers‟ should consider adopting school physics to context- based approaches for raising literate students. With regard to students‟ problem-solving skills, the result shows the existence of mean differences between the groups in favor of treatment groups although this difference was not statistically significant. When solving problems, students give much emphasis on mathematical equations and less emphasis to the concepts. In future studies, both recent problem-solving strategy trainings and active learning methodologies should be used simultaneously for enhancing students‟ problem- solving skills better. Physics text book writers and curriculum developers should have to also rethink of introducing latest problem-solving strategies in students‟ text books. On the other hand, in all the assessed variables, the combined method was slightly better than the REACT strategy as it can be used with optimum time efficiency (i.e., without being too slow or too fast). Hence, others are recommended to try combining traditional instruction with active learning strategies. Furthermore, the approaches are gender friendly