Browsing by Author "Asfaw, Abraha"

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    Challenges in the Implementation of Outcome Based Instruction in Cooperatives the Case of Ardaita Agricultural Technical Vocational Education and Training College.
    (Addis Ababa University, 2014-06) Achenef, Geta; Asfaw, Abraha
    The main purpose of this study was to assess the challenges in the implementation of outcome based instruction in cooperatives and suggest the necessary recommendations in Ardaita Agricultural TVET college. Descriptive survey method was used to identify the challenges To this end, 48 teaching staff and 182 graduating class students of the colleges were selected using random sampling. In addition to the questionnaires, interviews, FGD, document review and observation had been used. Accordingly, the data obtained from different sources were analyzed using both quantitative and qualitative methods. The result obtained revealed that experience, levels and educational qualification were seen sufficient their number was not matched with the number of learners. Training should focus on new employees and level C instructors . Similarly, there was no any officer to facilitate guidance and counseling service in the college. Employed budget allocation and physical resources were insufficient. Besides, Outcome based instruction had been affected by mismatch of teaching‐ learning process. Furthermore lack of understanding about outcome based instruction of students leads them not to accomplish their responsibility. Finally, the allocated time for each unit of competence was not enough for learners to accomplish the performance and demonstrate satisfactorily. However, in solving forgone problems existing teaching staff commitment in combination with their educational achievement and circumstances of the management in the college observed as a good opportunity to face the challenges enhance implementation of outcome based instruction. Therefore, Ministry of Agriculture should give due attention on supplying and facilitating of teaching‐ learning resources as well as provision of short term training to support teaching learning processes. Moreover, the college needs to do in collaboration. with Ministry of Agriculture to alleviate shortage of demonstration equipment and to enhance cooperative training. Key words and phrases: competence, outcome based, cooperative and Instruction
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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.
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    Quality of Primary Education in Ethiopia: the Case of Early Grade Mathematics Competency in Tigrai
    (Addis Ababa University, 2015-03) Asfaw, Abraha; Asgedom, Amare (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. Key Words: Quality, Early Grade, Mathematics, Competency
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    A Study of Students' And Societal Needs Regarding An Approach To The First Cycle Primary School Curriculum Integration In Tigrai
    (Addis Ababauniversity, 1997-06) Asfaw, Abraha; Tsehaye, Ambaye
    A review of literature in curriculum integration reveals that it is possible to use themes (basic concepts), student activities or social problems as unifying elements, which depends on the leading philosophy of the curriculum development. And education is more responsive to its intent when it ref/ects local and regional needs. Accordingly, the main purpose of this study was to identify the approach of curriculum integration in the first cycle primary schools ofTigrai according to the needs of the students and the society. That is, 193 subjects (students, parents, teachers and representatives of the regional bureaus of education, agriculture, health, and teachers' and women's association) were used to investigate the relevant approach of integration for the level and region underdiscussion. The data gathering instruments were opinionnaire and interview. And the data procured was interpreted using percentages and the chi-square. Results of the study, then, indicated that the social problem curriculum was preferred to the activity and thematic ones. Furthermore, it was found out that the need of such a curriculum was not a fUnction of (a) cognitive development of students, (b) sex, educational level and domicile differences of students and parents and (c) sex difference of educational professionals. But educational level difference of the educational professionals seemed to affect the result: majority of teachers (J2+T TI. and diploma) and educational offiCials (BA.lB.Sc. and MA.IM.Sc.) selected the social problem and activity approaches respectively