Browsing by Author "Areaya, Solomon"

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    Assessment of Community Participation in the Implementation of Primary School Curriculum with Specific Reference to Wolayita Zone Damot Woyde Woreda, SNNPRS
    (Addis Ababa University, 2017-07) Kumalo, Memhiru; Areaya, Solomon
    The main purpose of this study was to assess how members of the community participate and contribute to the implementation of the primary school curriculum. The community is strategically partner in a variety of ways towards the provision and management of education as well as teaching learning and enforcement processes. However, based on school and woreda reports as well as the researcher's observation during his career the participation of the communities on schools regarding curriculum implementation in Damot Woyede Woreda was raised as one of the problems that needs improvement. The study was conducted in six primary schools in Wolayita Zone Damot Woyde Woreda, SNNPRS. A total of 270 respondents participated in the study comprising of 199 students, 23 teachers, 6 principals, 4 WEOs, 8 PTSA members, 10 SETB members and 20 parents. To select the participants the researcher used simple random, purposive and stratified sampling methods respectively. The data gathered through questionnaire was analyzed using SPSS software to find frequency, percentage and mean value and qualitative data were used as supplementary data presented under quantitative data. Descriptive survey design was used in this study and the data were collected by questionnaires, interviews, observations and document analysis. Primary school curriculum implementation needs a shared effort and responses from the community, teachers, principals, and students. In the study area community participation in curriculum implementation are limited because of the community awareness towards to it. The roles of the school community in the implementation of school curriculum like follow up their children’s’ learning, communicating with teachers about their childes learning, supporting school by resources to facilitate teaching learning process and the others are below the expectation. It is recommended that partnership and interaction between community and school in implementing curriculum must be built to provide initiative, responsibility, sensitivity for participation in education and school governance designed to improve community participation in the implementation of the primary school curriculum.
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    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
    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 . However