Browsing by Author "Badima Belay"

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    Assessing Opportunities and Challenges of Implementing Cooperative Learning in English Language Classroom: Checho and Mugunja Secondary Schools in focus
    (Addis Ababa University, 2024-07) Tsegaye Abebe; Badima Belay
    This research project aimed to investigate the challenges, the practices and the role of using cooperative learning to enhance academic success in English classes. Specifically, it is planned to examine the challenges of practicing cooperative learning; to investigate the extent of practicing cooperative learning in English Language classes; to examine the effects of cooperative learning in developing students’ academic success in two secondary schools. The populations of this study were Checho and Mugunja Secondary schools’ students and English teachers. In order to select sample, the researcher used random sampling; and from random sampling, simple random sampling. And from the two schools 20(twenty) teachers and 200(two hundred) students were selected. In order to get adequate information about the practices and the challenges that encountered the effective implementation of CL in classroom lesson, the researcher used two types of data collecting instruments, namely: questionnaire and interview. In order to analyze the data which were collected using questionnaire, descriptive statistics (mean and standard deviation) was employed. Close-ended questionnaire were analyzed quantitatively. The data collected through open ended questionnaires and interview were analyzed qualitatively. All the data which were collected through the selected tools were analyzed for triangulation. Hence, the findings were: teachers seem to have a clear knowledge about cooperative learning; and teachers have positive attitude in each school in the implementation of CL in their classroom interaction. The major challenges for implementing CL effectively were some of the students’ attitude towards organizing and implementing of CL in their assigned group, because of constraints of time; and majority of teachers to cover lesson contents in the allotted time. The Students did not take responsibility for their own learning and they did not share knowledge, skills and experience to each other; students’ interest, belief and commitment also affecting the implementation of CL in schools. In sum from the result of the table, the information from questionnaire and interview, we can conclude that the implementation/practice of cooperative learning in selected schools is low
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    Assessing Students’ Note Taking Problems During English Classroom: General Wako Gutu Secondary School
    (Addis Ababa University, 2024-07) Desalegn Worku; Badima Belay
    This Study aimed at assessing students’ note taking problems during English classroom in General Wako Gutu secondary school particularly grade eleven students. In order to reach on the main problems of students note taking, the study examined: Students’ background note taking concept, students’ related problems in note taking, teachers’ related problems in note taking of students and content related problems in note taking of students. The finding of this study obtained by using three data gathering instruments such as: questionnaire, interview and observation. To achieve the purpose of the study the researcher used 30 items of a questionnaire which are categorized in four main sections such as: Students’ background note taking concept, Students’ perspective toward students related problems in note taking, Students’ perspective toward teachers related problems in note taking of students, and Students’ perspective toward content related problems of note taking of students. The researcher used (7) semi-structured interview questions in order to check the validity of data gathered through questionnaires. The samples of the study were 88 students which were selected through random sampling techniques and 5 English teachers who were teaching General Wako Gutu Secondary school. A descriptive statistical data analysis was used to analyze the collected data. The result of the study showed that the major problems that face students during note taking in teachers’ related problem was; fast speed of teachers’ speech (speech rate) (92.0%), in students’ related problems: lack of writing fast enough during lecture (88.6%) and lack of using special symbols and abbreviations (85.2%) and in content related problem density of information delivered by teacher (88%) are the problems that are identified by students’ and teachers’ sound.
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    EFL Teachers’ Multiple Assessment Practices: The Case of Three Government Secondary Schools in Addis Ababa
    (Addis Ababa University, 2014-06) Badima Belay ; Taye Regassa
    The main objective of this thesis was to describe and portray EFL teachers’ classroom assessment practices in three government secondary schools in Addis Ababa. A total of 29 EFL teachers and 330 students participated in this case study. The study adopted a range of data collection methods including: classroom observation, teacher interview, document analysis, student focus group discussion and questionnaire. The research has addressed three main questions. These were how secondary school EFL teachers assess their students; what aspects of learning they assess; and for what specific purposes they use multiple classroom assessments. The main findings of the study are categorized in relation to these research questions. Regarding the first research question, the study found that sample EFL teachers frequently practiced less beneficial informal assessment actions such as, asking display oral questions, correcting and judging rather than more beneficial ones like observing process and metacognitive questioning. Their informal assessments also lacked student engagement. Moreover, formal assessments were not frequently administered in the sample schools and such assessments lacked to reflect an integral part of the material being taught. Both formal and informal classroom assessments also lacked to provide various feedback possibilities to students. In relation to the second research question, the study found that sample EFL teachers assessed only few non-cognitive factors. They commonly assessed students’ motivation for learning and their personal details. They were not fully informed about their students’ learning style preferences, their learning strategies, their self esteem and their classroom social behaviors. They also assessed only students’ lower order cognitive skills (particularly their remembering and understanding abilities). In answering the third question, the study found that EFL teachers emphasized some formative purposes more than others. They mainly employed informal assessments for monitoring, motivating, managing behavior and providing feedback. In addition, they practiced formal assessments for three main purposes: to determine the final grades for their students; to encourage students to work harder; and to prepare students for the national exam. Lastly, the implications of such findings for EFL learning and recommendations are forwarded.
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    Reflective Teaching in Elt Classrooms: Perception and Practice of Elt Instructors at Wachemo University
    (Addis Ababa University, 2024-06) Nigatu Habtamu; Badima Belay
    This study aimed at examining how university English language instructors perceivereflection in teaching and the extent to which their perceptions were realized in RT.Adopting a convergent case study method, the study was conducted utilizing bothqualitative and quantitative data sources. Quantitative data were collectedadministering questionnaire to forty-one English language instructors selected fromWachemo University through comprehensive sampling and qualitative data werecollected using interviews, observation and reflective journal writing from fourinstructors taken through convenience sampling among the surveyed instructors onthe basis of their willingness to participate. The interview data were transcribed andanalyzed applying various stages of coding employing software called Open Code4. Content analysis was applied to analyze reflective Journal entry (JE) data. Thequantitative data were analyzed using descriptive statistics (Mean and Standard Deviation)applying SPSS version 24. The results revealed that the surveyed instructorshave good theoretical understanding on the basic concepts of reflectionin teaching. However, classroom observation and JE data affirmed that there existed a contradiction between instructors’ theoretical understanding and their applicationof RT. The study divulged that the instructors were found at a lower level ofreflectivity regardless of the superficial understanding they hold about reflectivepractice (RP). The results also revealed that the instructors engaged in the cognitive,practical, affective and meta-cognitive reflections to a greater extent relatively. Thefindings of the study further divulged that although the instructors are comparativelybetter at practising the four domains of reflection, they rarely engage in criticalreflective construct. This leads to the conclusion that the instructors have a gap indealing with broader socio-cultural factors affecting instructors’ teaching practiceand students’ language learning. Besides, this studyindicated that instructors’reflective Language teaching (RLT) practice was found to be affected by variousimpeding challenges generated from instructor,institution, learner an reflectiveprinciple related defects hindering their RP in ELT context at varying degree.Therefore, it was recommended that theinstructors should take initiatives to engagein action research, peer observation, analyzing critical incidents. Keywords: reflection domains, reflective practice, Reflective teaching, Professionaldevelopment