Browsing by Author "Asfaw, Abraha"

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    Play-Based Pedagogy in Preschools of Kirkos Sub-city, Addis Ababa City Administration: Practice and Challenges
    (Addis Ababa University , 2021) Amare, Mengistu; Asfaw, Abraha
    The main objective of this study was to examine the practice and challenges of play based Pedagogy in preschools of Kirkos Sub-city, Addis Ababa. A concurrent embedded mixed Research design (predominantly qualitative) was used in the study. A total of 60 research Participants were selected (48 teachers, 6 school principals, and 6 students) using purposive, And simple random sampling techniques. Questionnaire, interview and observation were used to collect data from respondents. To analyze the data, both quantitative (frequency, percentage) And qualitative data analysis method (thematic analysis) were used as appropriate. The Descriptive statistics results indicated that teachers often used circle time to teach academic Skills and social/ emotional skills. On the other hand, it was found that teachers used structured Activities to teach physical skills. The descriptive statistics results further indicated that the mean Value for hands on activities as the best type of learning for preschoolers was found high though It is not applicable practically. The observation results witnessed that the implementation of play Based pedagogy was found unsatisfactory. Moreover, this study discovered that teachers have Different implementations concerning play as pedagogy. Teachers most of the time applied Lecture method to teach children than engaging them in participatory activities. Most of the time, The play in the classroom was teacher-led not children-led. Moreover, results indicate that Children were engaged in both cooperative and solitary play activities. In addition, it was found That teachers did not use transition from subject to subject (course to course). The results also Identified challenges that hinder play based pedagogy include teacher’s inadequate training in ECCE; shortage of inputs; unconducive outdoor environment; inadequate space for play, Inadequate play materials and equipment, teachers’ lack of pedagogical skill, lack of Understanding of the play based pedagogy and increased number of students. From this one can Conclude that play based pedagogy is not properly implemented in sampled preschools of Kakos Sub-city. Therefore, continuous training for teachers on ECCE in general and play based Pedagogy in particular, increase the handwork time; increasing supply of play materials and Equipment in type and quantity, allocating separate budget for government preschools and Increase supplementary books in type and quantity were suggested as remedial strategies to Enhance the implementation of play-based pedagogy in preschools.
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    Quality of Primary Education In Ethiopia: the Case of Early Grade Mathematics Competency In Tigrai
    (Addis Ababa Universty, 2015-03) Asfaw, Abraha; Kenea, Ambisa(PhD)
    This Study Explored The Status Of Quality Of Primary Education In Ethiopia As Measured By Early Grade Mathematics Competency In Tigrai. For This Purpose, The Study Adopted Quantitative Research Design And The Early Grade Mathematics Assessment (EGMA) Approach With A Focus On Counting Concept (CC) And Number Sense (NS) Constructs And Their Respective Indicators. Operationally, While CC Included One-To-One Correspondence, Cardinality And Missing Number Sub-Tests; NS Construct Was Defined By Measures Of Oral Counting, Number Identification, Quantity Discrimination, And Addition And Subtraction. Data Was Collected From 834 Grades 1 And 2 Students, 55 Teachers And 21 Head Teachers From 21 Randomly Selected Primary Schools And Seven Districts Of The Regional State. The Study Used A Data Collection Instrument That Comprised Two Sets Of Items: (A) Seven Sub-Tests On The Measures Of The Constructs, And (B) Background Questionnaire On Predictive Variables. From The Results Of The Analysis Of Data Using Both Descriptive And Inferential Statistical Techniques, It Was Concluded That: (1) Quality Of Primary Education In Ethiopia As Measured By Early Grade Mathematics Competency Is Basically Low, As The Mean Score Of The Children Fell At About 39 Per Cent, Far Less Than The Policy Benchmark Set (Minimum 50 %); (2) Urban Children Outperformed Their Rural Counterparts With Medium Effect Size (D=.78), I.E. 50% Urban Children Iv Surpassed About 78% Of Children From Rural Setting; (3) Gender Inequality In Favor Of Boys Is A Reflection Of Rural Setting, Indicating That Rural Girls Are At Double Disadvantage; And (4) Of The Variables Included, Age, Being Male In Rural Setting, Availability Of Functional Library And Textbook-Student Ratio Predicted Relative Success In Learning. Given That Early Grade Is The Foundation For Human And Knowledge Development, The Findings Are Not Only Status Indicators But Also Future Predictors. Students Who Start With Learning Problems Are Likely To Have Limited Capacity To Succeed In Upper Grades. The Findings, Therefore, Imply The Need For Deepening Our Knowledge Of Quality Dimensions In The Ethiopian Policy Context, Reforming Curriculum, Conducting Further And Comprehensive Research On Critical Achievement And Inequality Variables, And Designing Timely And Appropriate Intervention Schemes To Redress The Problem.