Browsing by Author "Areaya, Solomon"
Now showing 1 - 4 of 4
Results Per Page
Sort Options
Item A Case Study of The Teaching Learning Process of Mathel\1atics In Yeka Tit 25/67 Secondary School of Hadiya Zone(Addis Ababauniversity, 2005-06) Shimelis, Assefa; Areaya, SolomonThe main focl(' of this study was to examine how the teaching-learning proce . 0/ mathematics was going on at Yekatit 25/67 Secondary School in Hadiya Zone and factors affecting the teaching-learning process. Having done this, a few speculative suggestions were given to improve teachers' teaching methodology. To achieve what was aimed at, a qualitative case study was employed. For this purpo e, four teachers and twenty- four students were participated as a source of information in the study. Taking these subjects, the data lVas collected through interview, FGD, observation and document analysis. At the end, the study revealed negative feelings of teachers 10IVard their profession and their traditional methods of leaching in class. As teachers confirmed and observed, this was attributed 10 large number of students in a class and teachers load allotment. Moreover, the study indicated that there was less students '-teachers ' Inleraction, shortage of appropriate teaching materialS and improper utilization of the teaching materialSby the teachers. Further, the study showed that teachers did not get adequate training and all'arenes so as to improve their teaching methodology. Finally, on the basIs q/the findings, it was recommended that teachers should be trained and qualified in order to imprOl e the teaching-learning process. ResIdes, concerning the PTV program, it \lias recommended that the concerned bodies should allempt to olve the problem o/Iight and leachll7g classes by looking for some mean, lor Instance, by bUying generators so as not to break the TV transmission and consll'1lc/lI7g (~laddi/ional bUildings and opening other SecondGlY School in The townItem The Evaluation of the Implementation of Grade Eight Mathematics Syllabus in Snnp Region: With Specific Reference to Sidama Zone(Addis Ababa University, 2000-06) Areaya, Solomon; Zewdie, Marew (PhD)The worth of a planned curriculum is ascertained through a thorough inquiry into its practicality and ultimate benefit. In view of this, the purpose of this study is to evaluate the implementati on of grade eight mathematics syllabus and to ident i fy the outcomes as well as the problems encountered in translating it into practice. To this effec~, four junior selected as sources of information Sidama zone in SNNPR . Within these secondary schools were from the nine weredas of schools all mathematics teachers of grade eight who are twenty in number , the school directors, and a total of 440 students were taken as actual sources of information. Questionnaires , classroom observation, and achievement test were the data collection instruments used to obtain information from the sources . The results of the study indicate that the majority of teachers exhibited unfavourable attitudes towards the specifications of the syllabus. There are a considerable proportion of teachers who are assigned to teach mathematics at grade eight without the necessary qualification. The specifications of the syllabus are not also implemented in full . Most of the instructional procedures observed in the classrooms are teacher - centered . The dominantly used teaching strategies in the class rooms are writing on the black-board and teacher- directed explanation. Most of the mathematics class time is used for writing and copying facts of mathematics rather than doing mathematics. Consequently , the impleme ntation process of the syllabus is not effective in enabling students to have mastery of the subject matter .Beauchamp (1968:132) ana ~'ullan \101011:b=>1 aescrlDeCl LlldL the success of curriculum implementation is weak; that is, many curriculums have been planned but much fewer have been systematically implemented . Many curriculums , even t he well planned ones, will not be effectively implemented unless equal attention like their planning is given by planners for their implementation . Effective implementation requires parallel policies and procedures, to those that are addressed routinely for development. Many excellent curriculums have had insignificant results because their designers limited their horizon to the development of curriculum without a serious consideration of implementation (Pratt, 1980; Girox , 1981; Sounders and Graham, 1983; Gene, 19 ~)-.-- In addition to this, as Gene and Carter (1995:174 - 17 5) noted it historically , the development of curriculum received the bulk of the resource, time , and attention. But f or implementation to be successful, there must be a balance in the a l location o f resource, time and attention . Deve l opment a nd implementation must be recognized and supported in terms of what they really require and cost. Implementation require s recognizing and adjusting persona l habits, ways of behaving, programme emphasis, and learning space. Ornstein and Hunkins (1998:293)elaborated this idea that successful implementation of curriculum results from careful planning, and planning in turn focuses on three factors : people, programmes, and organizations. Thus, implementation in its very essence seeks the coming together of people , material and programme into a cohesive organizational unit so as to carry out a curriculum ' s stated aims . This shows that the statement of good behavioural objectives, the selection and organization of contents and learning experiences alone will not bring about the desired behavioural changes in themselves unless it is implemented using appropriat e strategies. The implementation of a curriculum depends on many factors, such as people, programme, and organization . HoweverItem Perception on Gender Difference In Mathematics Achievements: The Case of Jimma University(Addis Ababauniversity, 2007-03) Tamiru, Andualem; Areaya, SolomonThis study is meant to understand the perceptions of Jimma University Jemale students and their mathematics instructors on Jem.ales' mathematics achievements, and understand holV some Jactors influence the Jemales' perceptions. To do this; I used the qualitative research methodology and case study strategy. 1 held an in-depth interview, a Jocus group discussion, field observation and document analysis. I analyzed the data using the narrative analysis technique. I employed the social constructivist perspective oj knowledge construction in learning mClthem.atics. 1 Jound out that the female students and their mathemCltics instructors perceive that the Jemale students have lower mathematics achievements than the male students. The factors that influenccd the Jemales' perceptions are the Jact that Jemale students are denied of their Jreedom of interaction that they required in learning Illathcil1C1lics: the learning environll7ent is not meant for females ' lIlathemazic.:s learning; thr.::y don"t have rate models and mentors in learning mathematics,' they are seen as guests, and are Jorced into seeing them.selves as guests in the mathematics classItem Social Interaction in Mathematics Classroom: A Case Study of City Secondary School(Addis Ababauniversity, 2006-06) Melesse, Andualem; Areaya, SolomonThe purpose of this study was to understand the nature of mathematics classroom interaction. It also aimed to find out and examine factors that influence teacher-student and student-student interactions from the Social Constructivism and Symbolic Interactionsim perspectives. Qualitative case study was used to carry out this study. Purposeful sampling was used to select eight students and one teacher from City Secondery School. Data were gathered using qualitative methods through personal observation, interviews, and field notes. The data were examined looking for common and distinctive ideas. Common issues I were identified to form themes and interpretational analysis method was implemented in analyzing the data. The fmding revealed that the learning environment in City Secondary School is highly affected by the classroom social norms. Students were interacting with their teachers, as well as to their peer groups according to the constituted norm. Social norm of the classroom is a significant factor affecting their interaction. Besides, lack of confidence, being uncertain of the answer, fear of challenges, lack of enjoyments and lack of motivation are among many factors affecting classroom interaction. In the classroom, it was found out that students were using different methods to initiate their interactions. These methods include putting up their hands, getting up out of their seats, calling out the teacher's name, responding in group, shouting together, keeping silent, and murmuring and gesturing