Browsing by Author "Lemma Setegn,"

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    Practices and Challenges of Implementing Continuous Assessment in Primary School Cluster Centers of Assosa Wereda, Benishangul Gumuz Regional State
    (2015-06) ,Degu Bihonegn; Lemma Setegn,
    The objective of this study was to examine the practices and challenges of the implementation of continuous assessment in primary school cluster centers of Assosa Wereda. A descriptive survey design and both quantitative and qualitative methods were employed. The sampling techniques used included simple random sampling method, and purposive using Critical Case Sampling. 300 sample respondents were involved from primary school cluster centers as well as woreda education offices. The data were collected using questionnaires, focus group discussions, structured interviews, classroom observations and document analysis. The quantitative data were analyzed using descriptive statistics such as percentage, frequency, and mean values. The qualitative data were analyzed thematically using a case by case and cross case analysis. Finally, the study came up with the following findings. The status of the implementation practices of continuous assessment is still continued traditional, unsatisfactory and poor. It has deficiency and it is at a low level of implementation in primary school cluster centers of Assosa Wereda. The challenges teachers & students encountered during the implementation practices of continuous assessment were overpopulation, teachers lack of competencies and skills to carry out classroom assessment, lack of motivation, focus on the cognitive level and emphasis to the knowledge domain ignoring the affective and psychomotor domains, over concentration in written test, inadequate monitoring and support to the teachers and students absenteeism are the other challenges. The education sector professionals at all level should accept that the assessment at classroom level is at low level of performance and it is their faliuarity. So, they need to prepare guidelines and documents on continuous assessment at the beginning of each academic year to fill the gap, on record keeping avoiding distribution of simple and inappropriate assessment format. To improve the contribution of continuous assessment to the promotion it requires setting the average cutting score at the beginning academic year even during registration that make all concerned bodies to plan, strive and do their best in transition from the old/traditional continuous assessment practices/customs to the new contemporary continuous assessment. Key words: Assessment, Continuous Assessment, Record Keeping, and Challenges
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    Utilization of School Supplementary Curriculum Materials in Private Primary Schools in Addis Ababa
    (Addis Ababa University, 2017-11) Hiwot Abera,; Lemma Setegn,
    The purpose of this study was to investigate the utilization of school supplementary curriculum materials in two private primary schools in Addis Ababa. To conduct this study concurrent mixed research design was used. A total of 259 respondents participated in the study comprising 174 students, 12 teachers, 65 parents, 4 administrators and 4 Education Bureau supplementary materials evaluators. The sample students were selected using stratified sampling and simple random sampling technique. The sample schools, teachers, administrators and AAEB supplementary materials evaluators were selected using purposive sampling techniques. Questionnaire, interview, focus group discussion and document analysis were the data collection tools employed for the study. Having checked the validity and reliability of the instruments data were collected from students, teachers, parents, administrators and Addis Ababa Education Bureau supplementary curriculum materials ‘evaluators. Data from students were obtained by using questionnaire and FGD while data from teachers, administrators and Addis Ababa Education Bureau supplementary materials’ evaluators were collected using interview. Moreover, data from parents were collected using open ended questionnaires. SPSS version 21 was used to analyze data and to get frequencies, percentages, and mean scores. The findings of this study revealed that stakeholders have positive view on the contribution of the school supplementary curriculum materials to students’ learning. However, in the preparation of school supplementary curriculum materials, especially in using the Addis Ababa regional state language, the schools did not consider the Education and Training Policy as the schools were preparing supplementary materials in English language. Thus, making supplementary curriculum materials’ proofreading, revising continuously, having forums for discussions with teachers on how they view the topics and sub-topics of the syllabus and training teachers how to prepare supplementary curriculum materials were suggested by stakeholders to improve school supplementary curriculum materials. Hence, to improve the utilization of school supplementary curriculum materials, schools need to organize a department that checks the supplementary curriculum materials before they are published. The Education Bureau needs to work hard in creating deep awareness for teachers in the preparation and utilization of supplementary curriculum materials. In addition to this, the Bureau may prepare supplementary curriculum materials that are standardized and can be used by all schools as a model as well as creating forums that widen the awareness of parents about the importance of children’s learning in their mother tongue languages. Key words: Supplementary curriculum materials, Syllabus, Students’ learning