Browsing by Author "Abera, Berhanu(PhD)"

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    The Status and utilization f ICT in Sebeta college of teachers education and Its Challenges
    (Addis Ababa Universty, 2015-01) Ejigu, Belay; Abera, Berhanu(PhD)
    The purpose of this study was to assess the status and utilization of information communication technology in Sebeta College of Teachers Education and its challenges. It stresses how ICT helps in improving the quality of education. It is stating that information and communication technology is an important instrument that can transfer the present isolated, teacher-centered and book-centered learning environment into a student-centered environment. Mixed method approach was employed in the study. Questionnaires, interviews, and a personal observation were used in order to get pertinent data. The research identified that the current status of ICT in Sebeta College of Teachers Education is at its infant stage. No ICT policy at work is found in the College. As the findings showed, unavailability of some ICT tools, inconsistent technology usage (computer virus, poor internet connection) and fluctuating of electricity made ICT more unproductive in improving the quality of education. Moreover, the result of the study indicated that there are several factors that hinder the implementation of ICT at the College. These include infrastructure problem, lack of motivations, lack of ICT skill and of training facilities, lack of administrative management and technical support and resistance of individuals to change. Based on the findings of the study, conclusions were drawn and recommendations were forwarded
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    Teachers' knowledge, attitude and Practice of cooperative learning; the case of alamata town administration second cycle primary sciools
    (Addis Ababa Universty, 2013-06) Yayo, Beluianu; Abera, Berhanu(PhD)
    The purpose of this study was to describe the knowledge, attitude and practice of teachers towards cooperative learning. The study was conducted in A lamata Town Administration second cycle primary schools. In the town there are jive elementmy schools. The researcher selected three schools through simple random sampling technique. Questionnaire, interview and observation were used to gather data. Participants of the study were teachers, students, supervisor and principals. Available sampling was lIsed for teachers, supervisor and principals. Regarding selection of students' simple random sampling technique was employed. Accordingly, 30 teachers, J supervisor, 212 students and 3 principals were included as respondents of the study. Regarding to the method of research employed, the researcher used descriptive survey. This was due to the fact that descriptive survey method was more appropriate to collect adequate information Fom various participants. On the top of this, both qualitative and quantitative analysis techniques was employed. The study revealed that teachers did not know what cooperative learning really is. However, it was found that teachers seem to have a Jctvorable attitude towards cooperative learning, though they did not properly practice it in classroom instructions. It was also found that teachers in the study lack the necessmy skills for implementing cooperative learning methodology. Seating arrangement and back ground of classrooms being observed was also found to be not suitable for practicing cooperative learning. Finally, based on the above jindings, some recommendations have been forwarded. These are; adequate training lime should be devoted to acquaint teachers with how and when to effectively implement cooperative learning in classroom instructions. It has also been recommended that for the cooperative group learning to be more likely to work in the classroom, teachers ' should get access to long term support and learn Fom one another. This long term support can be through mentors, peer coaching and sharing ideas.
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    Teachers’ knowledge, attitude and practice of cooperative learning; the case of alamata Town administration Second cycle primary Schools
    (Addis Ababa Universty, 2013-06) Yayo, Berhanu; Abera, Berhanu(PhD)
    The purpose of this study was to describe the knowledge, attitude and practice of teachers towards cooperative learning. The study was conducted in Alamata Town Administration second cycle primary schools. In the town there are five elementary schools. The researcher selected three schools through simple random sampling technique. Questionnaire, interview and observation were used to gather data. Participants of the study were teachers, students, supervisor and principals. Available sampling was used for teachers, supervisor and principals. Regarding selection of students’ simple random sampling technique was employed. Accordingly, 30 teachers, 1 supervisor, 212 students and 3 principals were included as respondents of the study. Regarding to the method of research employed, the researcher used descriptive survey. This was due to the fact that descriptive survey method was more appropriate to collect adequate information from various participants. On the top of this, both qualitative and quantitative analysis techniques was employed. The study revealed that teachers did not know what cooperative learning really is. However, it was found that teachers seem to have a favourable attitude towards cooperative learning, though they did not properly practice it in classroom instructions. It was also found that teachers in the study lack the necessary skills for implementing cooperative learning methodology. Seating arrangement and back ground of classrooms being observed was also found to be not suitable for practicing cooperative learning. Finally, based on the above findings, some recommendations have been forwarded. These are; adequate training time should be devoted to acquaint teachers with how and when to effectively implement cooperative learning in classroom instructions. It has also been recommended that for the cooperative group learning to be more likely to work in the classroom, teachers’ should get access to long term support and learn from one another. This long term support can be through mentors, peer coaching and sharing ideas.