Browsing by Author "Alemayehu, Lakew"

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    A Study on the Impact of Assigning Students to Special Classes on Achievement and Attitude in Selectedsenior Secondary Schools the Case of Bahir Dar Special Zone and East Gojjam
    (Addis Ababa University, 1998-05) Alemayehu, Lakew; Teferra, Tirussew (PhD)
    This study attempted to investigate the impact of assigning students to special and non-special classes on achievement and attitude in selected senior secondary schools, the case of Bahir Dar special Zone and East Goijam. So, to examine this impact, three sets of target population were taken in the study. The first were students of tenth grade who were assigned into special classes and their counter part non-special classes in Tana Haik and Motta Senior secondary Schools. The second and third sets were teachers and school directors, unit leaders and guidance officers. To veritY the basic questions, 200 students in total (100 from special and another 100 from non-special ) were given English and Mathematics academic achievement tests. A questionnaire was administered to 45 teachers of the selected schools. Moreover, interview was conducted to school directors, units leaders and guidance officers of the two schools. To understand the nature of classroom interaction and students' participation, observation was also employed. The infonnation obtained through academic achievement tests, questionnaire, observation, and interview were analysed using the procedure of descriptive and inferential statistics. So, the mean scores of the test for students in both groups were compared. In addition, the existence of statistically significant difference between the two compared groups in their mean score were computed using t-test.(A significant difference in their English and mathematics results for most of the cease at 0.05 level). Lastly, the data gathered through questionnaire, observation and interview were treated using frequencies of responses and percentages. Thus, results portrayed that no fundamental assistance with regard to learning materials, curriculum modification, etc. were given and made in both schools Besides, inferiority complex, frustration, loss of interest in the schoo~ lack of self-confidence oflow ability gTOUp were the profound negative effects revealed in nonthe grouping practice. Inflated self-esteem, bOa!>i fulness, lack of control and selfcentred etc. behaviour were observed as a negative characteristics of special class students