Browsing by Author "Seyoum Abraham"

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    Corruption, Governance, and Poverty in Sub-Saharan Africa: Panel Evidence
    (Addis Ababa University, 2011-06) Seyoum Abraham; Alemu Tekie
    This paper examines the relationship between corruption and poverty as well as their causal links. The effects of governance on both corruption and poverty are also addressed in the study. Data for 23 sub-Saharan African countries over the years 2000 – 2009 are used in a dynamic panel model of System-Generalized Method Moment estimation. Results show that corruption significantly and positively affects poverty indicating increased corruption increases poverty and vice versa. Capability poverty measured by Human Poverty Index also affects corruption, showing the same sign of effect. The causal link between corruption and poverty is found to be bidirectional running both from corruption to poverty and from poverty to corruption. That is, current and past information on corruption helps to improve the prediction on poverty as well as current and past information on poverty helps to improve the prediction on corruption. Governance quality affects poverty where improved governance contributes to poverty reduction and poor governance increases poverty. Each of the governance indicators: voice and accountability, political stability and absence of violence, government effectiveness, regulatory quality, and rule of law are also found to affect corruption level when considered independently. It is, therefore, important to understand corruption-poverty nexus while developing and implementing development policies. Policies of combating corruption and alleviating poverty should be an integral component of the same strategy and not be treated separately
  • No Thumbnail Available
    Item
    Language Learning Strategies Use: The Case of High and Low Achievers at Mekelle College of Teacher Education
    (Addis Ababa University, 2009-06) Seyoum Abraham; Asssefa Zeru
    This study was conducted with the main purpose of investigating the language learning strategies use of high and low achievers. In order to investigate the above, a large and representative sample was chosen from Mekelle College of Teacher Education. The sample taken for the analysis comprised 44 2nd year language department students and all of their English language teachers (N=4). The necessary data was collected using quantitative and qualitative instruments such as self-rating questionnaire, interviews, and classroom observations. Quantitative data were analyzed using SPSS version 1.14 while qualitative data were treated qualitatively. The findings showed that higher levels of use of language learning strategies were found among most of the high achievers than that of the low achievers. From the six main language learning strategies, metacognitive strategies were found to be the most popular by both achievement groups, but with different frequency levels. That is high achievers use metacognitive strategies with high frequency range while low achievers use them moderately. With both achievement levels, there was a significant difference in the overall mean strategies. The study also found that there was a significant positive correlation between the overall scores of language learning strategies and the scores of English achievements. Finally, the findings show that students should be made aware of the broad range strategy options available to them.