Browsing by Author "Alemayehu, Tibebe ({PhD)"

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    An Assessment of the First Cycle Secondary School El T Curriculum Reform Process
    (Addis Ababa University, 2006-06) Abera, Mekuria; Alemayehu, Tibebe ({PhD)
    The purpose of th is study was to assess the reform conducted on the first cycle secondary school EL T curriculum in 2004-2005. The assessment mainly focused on whether or not the EL T curriculum reform elements were handled appropriately. Moreover the study also tried to look into the English language teachers reaction about the over all reform and the implementation of the reformed EL T cu rriculum. The study involved four EL T curriculum experts working at ICDR and twenty-three first cycle secondary school English language teachers who have been teaching the language in five government and private secondary schools in four admin istrative regions of Ethiopia. The data for the study were gathered through questionnaire, interview and document inspection. Two different types of questionnaires were designed by the researcher and administered to the EL T curriculum experts and to the English language teachers. Interview was conducted with nine English teachers who filled the questionnaire. In addition , documents, which cou ld provide us with any information on the current EL T cu rriculum reform , were inspected. The results of the study showed that some of the EL T curriculum reform elements were not properly dealt with by the responsible reform agents. They also implicated some sort of disorganization and lack of systematic handling of the reform tasks. Furthermore, the results of the English language teachers' reactions show that most of the teachers have positive attitude towards some aspects of the current EL T curriculum reform and its implementation even if they believe that they were sidelined from the reform tasks and information. The study was culminated by making pertinent recommendations on the basis of the findings.
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    The Implementation of Group Work In Awassa Primary Governmental Schools: Grade 8 in Focus
    (Addis Ababa University, 2011-05) Abreha, Mehari; Alemayehu, Tibebe ({PhD)
    The main purpose of thi s study was to investigate the implementation of group work strategy in primary school EFL classes. The focus was to assess if primary school EFL teachers appropriately use group work strategy in their classes. Besides, the study was attempted to answer some basic questions such as: how the EFL teachers implement it, how the EFL teachers ( and students perceive group work learning, whether they play their expected roles or not and what problems they face whenever they employ group work strategy in their classes. To this end, three data gathering tools were employed to collect necessary information from the subjects of the research. The questionnaire was piloted at Bete Kihnet Primary School in Awassa town and administered to 86 grade-8 students who selected randomly from 4 sections of two primary schools, Tabor and Ethiopia Tikidem primary schools. An interview was also managed for 5 EFL teachers and 5 grade-8 students selected using availability sampling and purposive sampling respectively while an actual classroom observation was held in three sections of volunteered EFL teachers. To analyze the data gathered through the above three instruments, both quantitative and qualitative methods were used. Quantitative method was used to analyze the data gathered through questionnaire and qualitative method was used to analyze the data gathered through an interview and classroom observation. Analysis of the data indicated that primary school EFL teachers implement group work strategy rarely. Though they perceive that group work strategy is an active teaching approach to EFL classroom which give more chance for students to practice the language and for the teachers to check individ ual student's progress, the EFL teachers use it rarely due to many reasons such as shortage of time and large class size. The students also perceived learning through group work though they affected by factors like language problem, anxiety, group size, etc. According to the conclusions made, concerned bodies like the Ministry Of Education and school administrative should either reduce the class size or increase the class time, to give EFL teachers and students a freedom to check their academic progress at the end of each lesson.
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    Problems Students Face in Writing: Grade Ten in Focus at Higher 12 Secondary School
    (Addis Ababa University, 2011-06) Welegebrial, Hailemariam; Alemayehu, Tibebe ({PhD)
    The study attempted to investigate the problems in writing in one governmental school found in Addis Ababa. The study has also identified the difficulty level of writing and the causes of writing problems. Data ~~Yc~llected from one high school using questionnaire, interview and tests. The participants of the study were grade ten students and English teachers. The sampled students, to fill questionnaire and to participate in the test, were selected randomly. Moreover, the sampled teachers were selected using available sampling to fill the questionnaire and using purposive sampling to participate in the interview. Accordingly, 187 students and 10 teachers were involved in the study. Out of the 187 students 164 have returned the questionnaire. In line with this, the tests were rated by two independent raters. The analysis was carried out using percentage and descriptive statements. Besides, the questionnaire and tests analysis results are fleshed by qualitative discussions of the data obtained through the interview responses. The results of the study indicated that eight glaring writing problems, namely: punctuation and capitalization problems, unclear writing, weak organization, auxiliary and prepositions errors, spelling and vocabulary problems. Further, the study revealed that writing is the difficult and serious for the students understudy. Additionally, it was pointed out that target language factors. students, teachers, !!Ill"ents related factors and environmental reasons were often causes of writing problems. It was therefore, recommended that concerned teachers, curriculum designers, parents and students need to give attention to empower the writing ability. They should value the benefit of teaching and learning of writing skill by contributing their own part in creating conducive learning environment to students.