AAU-ETD :: Browsing by Author "Banteyerga, Hailom (PhD)"

Browsing by Author "Banteyerga, Hailom (PhD)"

Now showing 1 - 11 of 11

The Effectiveness of Teaching English as Foreign Language Through Grammar Consciousness-Raising Activities to Ninth Grade Students
(Addis Ababa University, 1994-06) Semu, Geremew; Banteyerga, Hailom (PhD)
The purpose of this study was to find out the effectiveness of the Grammar Consciousness-Raising activities, in comparison with that of English For New Ethiopia: Pupil; ·-.Book - 9, to the teaching of English tenses to ninth grade students. The $tUdy involved sample population of 52 students, out of which only 40 students attended the experimental classes regularly and took the Achievement-·test. There were two study GrouW
Families Living With a Child Diagnosed With Autism: Challenges and Coping Mechanisms
(2014-06) Tadesse, Aynalem; Banteyerga, Hailom (PhD)
Families are facing a number of challenges in raising a child with developmental disability. Though there are different types of developmental disabilities, autism is one of the most important developmental disabilities to be studied. The functional family system is experiencing a challenging situation due caring a child with autism which further affects family members and the community at large. The main objective of this study is to understand the challenges in relation to psychological, social, economic, marital and sibling aspects and coping mechanism of families living with a child diagnosed with autism. A qualitative approach particularly a case study was used in this study. The tool for collecting primary data was in depth interview to gather detail information about family challenges. Six families whose children are enrolled at Joy Center for Children with Autism and Related Developmental Disorder were involved in the study. Finding of the study was analyzed using finding of case study with thematic areas. The finding from the study confirmed that study participant families living with a child diagnosed with autism are facing psychological, social, and economic challenges. Stress, anxiety, social isolation, discrimination, limitation in labor market participation and financial burdens are the main challenges. Families have employed various coping mechanisms to minimize the magnitude of these challenges. In addition, the result of the finding has implication to social work practice. Provision of psychosocial support and awareness creation has to be addressed with different stakeholders in health and social sector. In addition, research works in the area of disabilities particularly autism has to be encouraged
Families Living With a Child Diagnosed With Autism: Challenges And Coping Mechanisms
(Addis Ababa University, 2014-06) Tadesse, Aynalem; Banteyerga, Hailom (PhD)
Families are facing a number of challenges in raising a child with developmental di sability. Though there are di fferent types of developmental di sabilities, auti sm is one of the most important developmental di sabilities to be studied. The fun ctional family system is experiencing a challenging situation due caring a child with auti sm whi ch fu rther affects family members an d the community at large. The main objective of th is study is to understand the challenges in re lation to psychological, social, economic, marital and sibling aspects and coping mechani sm of fa milies living with a child diagnosed with auti sm. A qualitative approach parti cularly a case study was used in thi s study. The tool for collecting primary data was in depth interview to gather deta il information about family challenges. Six families whose children are enrolled at Joy Center for Children with Auti sm and Related Developmenta l Disorder were involved in the stud y. Finding of the study was analyzed using fin ding of case study with thematic areas. The finding from the study confirm ed that study participant famili es living with a child di agnosed with autism are fac ing psychological, social, and economi c challenges. Stress, anxiety, soc ial iso lation, discrimination, limitation in labor market participation and financial burdens are the main challenges. Families have employed various coping mechani sms to minimize the magnitude of these challenges. In addition, the result of the find ing has implication to social work practice. Prov ision of psychosocial support and awareness creation has to be addressed with different stakeholders in health and social sector. In addition, research works in the area of di sabilities particul arl y auti sm has to be encouraged. Key words: Challenges, Coping Mechani sms, Families, Psychosocial support
The Implications Of Self-Help-Explorative Supervision For The Professional Development Of Teachers In An Efl Setting
(AAU, 1997-06) Addisse, Tsigue; Banteyerga, Hailom (PhD)
The maj or obj ecti ve of this study was to see how working with 'self-help-explorative supervision' as applicable to teachrs in an EFL setting could provide them with opportunities for professional development and change in classroom practice. Two teaching behaviours, that is, questioning and treatment of errors were, therefore, selected as appropriate basis for promoting the experience. The data was then interpreted using the statistical method of percentile distribution, displayed in tables. Findings seem to reve-l that the majority of the participants in the study changed aspects of their teaching behaviour within the three cycles of experience on each behaviour. The change, however, was not the same for all teachers , as some apperared to change more rapidly than the others. The qualitative findings seem to show that t he interaction generated during the post-observation discussions was highly supportive. The descriptive data obtained from the observation of one's own teaching was also seen as useful-by the participating teachers. Moreover, interview comments gi ven by the teachers reveal that they have found the experience as an appropriate direction of change. The experience itself has been found to be enjoyable to all of them, too. In general, both the quantitative and qualitative findings do seem to suggest that this practice has paved the way for the participating teachers to begin to see the direction of professional development . This could possibly suggest the potential benefits of the 'self-help' view of supervision for teachers. Therefore it deserves due attention if teachers of English are to develop professionally
The Influences of Social and Pedagogic Factors on the Participation Behaviours of Aau Freshman Students
(Addis Ababa University, 1996-06) Hailemariam, Fikirte; Banteyerga, Hailom (PhD)
The purpose of this study was to find out the extent to which social and pedagogic factors influence the participation behaviours of (i) AAU freshman students in general; and (ii) relatively 'high', 'average' and 'low' classroom participators in particular. The sample population of the study were 180 AAU freshman students at the main and Arat Kilo campuses. Out of the 180 students fifteen students were selected randomly from a section and were described as 'high', 'average' and 'low' participators based on their measures of participation calculated from an analysis of lesson transcripts from video recordings. To obtain the necessary information, a questionnaire with thirty items was administered to the students in the study sample. The questionnaire consisted of 3 categories which aimed to find out the influences of (i) social factors; (ii ) pedagogic factors; and (iii) mixed social and pedagogic factors on students' participation behaviours. An interview was also conducted to obtain further information which could either consolidate or refute the information revealed through the questionnaire. The analysis of the students' :::-esponses to the questionnaire and the revelations brou5~~ O ~= by ~he interview seemed to indicate that both s ocial ana ~e~agcg~c :ao=ors have positive influences on the participa~ion oer.avlours of the majority of the students. Moreover, the pcs~tive influences of pedagogic factors were found to be greater than the positive influences of social fact ors. The negative influences of both social and pedagogic factors were reported by below 50% of the students. This study has also showed that the participation behaviours of the majority of the students were influenced by the mixed social and pedagogic factors. An attempt was also made to compare the extent to which social and pedagogic factors influence the participation behaviours of relatively 'high' , 'average' a::d 'low' participators. The study showed that there was no significant difference between the influences of s ocial and pedagogic factors for the 'high' and 'average' ~art~oiFa= o rs. Eowever' Pedagogic factors were found to have greater i ::: l~ences on the participation behaviours of 'low' participa~ors.
Learners' Perception of Their Interlanguage of Engljsh as A F'oreign Language Second Year Co Llege Afaan Oromoo Speakers in Focus
(Addis Ababa University, 2007-03) Misha, Gebi; Banteyerga, Hailom (PhD)
English teachers in most Oromia colleges often level complaints at their students for being unable to write sensible sentences in composition which they downgrade as error-jilled, Ll -driven, fragmentary, illegible, inexpressive, frustrating and fossilized. In order to minimize Ll-FL incompatibilities or narrow down such ever-widening deviation from the intended standard, therefore, overruling causes of the learners' inexpressive ability will have to be explained from their perception and error analysis of their grammar, word power, orthography and cohesion. The very objective of the study is therefore, to discover learner-perceived (I) current ability of English in written composition, (2) the overriding causes and (3) some working solutions of second year Asella Teacher Education College Oromoo students ' deviant EFL expressivity from the standard English norm thence. To meet these objectives, multiple perspectives on learner, teacher, and applied-linguistics bases of error analysis model of Corder (1981). Data sources were (1) students ' spontaneous essays and (2) one questionnaire administered to both students and teachers who additionally took part in the third tool (3) focus group discussion for eliciting learner perception. Drawing on systematic random and purposive sampling techniques painstakingly, the data of 72 English sample learners and their 143 spontaneously written essays were processed to get base-line data to resolve the issue. The broader goals of the study were largely met by basically using the memorable model involving three condensed steps: identifYing errors, describing and explaining them. Indeed this has been attuned to a mild mix of quantitative descriptive statistical measures like percentages, frequencies and standard deviation and mean with perceivable simplicity. The qualitative procedures used for interlanguage error data elicitation and analysis include: codifYing errors, classifYing, comparing, tabulating and graphing, describing and interpreting. Ultimately, three distinct findings evolved from the learners' tapped perception and analyzed errors: (I) overall inadequacy of their current learning conditions of grammar in writing context have been discovered, (2) LI Afaan Oromoo error influence and overgeneralized English rules are the most predominant causal influences to their perception while learning-induced errors also stood out influentially in their writings, (3) top prioritized solution being the imperative call for preparing new learning materials. Hence employing multiple perspectives, and procedures, tools, piloting, impact evaluation, detailing background, and inter-rater agreement may intentionally add a degree of confidence or back reliability and validity. Conclusions and recommendations have also been drawn to redirect issues in filture.
A Practitioner Inquihv Into Pre-Service EFL Reflective Practicum of Haramaya Universitv: A Condition of Inabilltv to Reflect and Determinants of Effective Reflection
(Addis Ababa University, 2009-07) Tadesse, Dereje; Banteyerga, Hailom (PhD)
The thrust of this study was experiential observation of pre-service EFL student teachers' inability to reflect inion their practices at Haramaya University practicum context. The overall aim of the study was to, firstly, critically analyze the problem in its context with the intention to understand the facts of the situation of the problem and, secondly, make an mqulry into ways for maximizing the student teachers' ability to reflect in their context. A qualitative paradigm and practitioner inquiry design were adopted. Grounded Theory Method of data analysis was employed to systematically thematize, categorize and discover patterns and processes in the data. Ten student teachers, as respondents and practitioners, as well as four of their teacher educators, as informants, were selected by means of purposeful sampling, to take part in the study. Participant observation methods that involve unobtrusive observation, complete classroom observation, unstructured interview reflective journaling and discussions and practicum document gathering were used to collect qualitative data. The findings of the Contextual Analysis showed that the core factor for the EFL student teachers' inability to reflect is mainly their lack of effective reflection tools for reflectionfor/ on/about-actions and lack of effective time for reflection-in-action. The data suggests that, consequently, the central strategy of reflective practice they adopted was overdependence on and replication of the existing school syllabi without critical reflection. Based on these Contextual Analysis findings an Inquiry was next conducted, whereby participant student teachers were engaged on reflective journaling for two semesters. The findings of the Inquiry showed significant levels of improvement in their ability to reflect forlin/on action. For instance, the data analysis showed that they steadily began to reduce non-reflective behaviors such as over-advocating own actions, protectionism of self and peers, and exchange of distorted information, each of which initially blocked reflectivity. Gradually, they began to take such reflective actions as reflective observation of pupils' behaviors, reflective planning of lessons and actions, reflective classroom acts such as appreciative judgments of pupils' behavior, revision of some taken for granted assluuptions, promotion of sharing of information in classrooms and effective time management. Yet, some non-reflectivity behaviors such as context dilemma continued to persist due to influence of macro factors. All the domains of EFL refl ective skills- English, teaching and inquiry-improved. From the findin gs, a conclusion has been reached that the student teachers' inabil ity to effectively reflect related to their lack of effective reflection tools and control over lesson times and material s. By providing these conditions, student teachers' potential to effectively reflect and reconstruct new skills and knowledge from their experience can be prompted. Studies on conditions for cross-institutional and interdisciplinary practitioners' reflection are suggested as a major further area to be researched.
A Practitioner •Inquiry into Pre-Service Efl Reflective Practicum of Haramaya University: A Condition of Inability to Reflect and Determinants of Effective Reflection
(Addis Ababa University, 2009-06) Tadesse, Dereje; Banteyerga, Hailom (PhD)
The thrust of this study was experiential observatioll of pre-service EFL student teachers' inability to reflect in/on their practices at Haramaya University practicum context. The overall aim of the study was to, firstly, critically analyze the problem in its context with the intention to understand the facts of the situation of the problem and, secondly, make an mqUIry into ways for maximizing the student teachers' ability to reflect in their context. A qualitative paradigm and practitioner inquiry design were adopted. Grounded Theory Method of data analysis was employed to systematically thematize, categorize and discover patterns and processes in the data. Ten student teachers, as respondents and practitioners, as well as four of their teacher educators, as informants, were selected by means of purposeful sampling, to take part in the study. Participant observation methods that involve unobtrusive observation, complete classroom observation, unstructured interview reflective journaling and discussions and practicum document gathering were used to collect qualitative data. The findings of the Contextual Analysis showed that the core factor for the EFL student teachers' inability to reflect is mainly their lack of effective reflection tools for reflectionforlon/ about-actions and lack of effective time for reflection-in-action. The data suggests that, consequently, the central strategy of reflective practice they adopted was overdependence on and replication of the existing school syllabi without critical reflection. Based on these Contextual Analysis findings an Inquiry was next conducted, whereby participant student teachers were engaged on reflective journaling for two semesters. The findings of the Inquiry showed significant levels of improvement in their ability to reflect for/in/on action. For instance, the data analysis showed that they steadily began to reduce non-reflective behaviors sllch as over-advocating own actions, protectionism of self and peers, and exchange of distorted information, each of which initially blocked reflectivity. Gradually, they began to take such reflective actions as reflective observation of pupils' behaviors, reflective planning of lessons and actions,reflective classroom acts such as appreciative judgments of pupils' behavior, revision of some taken for granted assumptions, promotion of sharing of information in classrooms and effective time management. Yet, some non-reflectivity behaviors such as context dilemma continued to persist due to influence of macro factors. All the domains of EFL reflective skills- Engli sh, teaching and inquiry- improved. From the findings, a conclusion has been reached that the student teachers' inability to effectively reflect related to their lack of effective reflection tools and control over lesson times and materials. By providing these conditions, student teachers' potential to effectively reflect and reconstruct new skills and knowledge from their experience can be prompted. Studies on conditions for cross-institutional and interdi sciplinary practitioners' reflection are suggested as a major further area to be researched.
Suicidal deaths in Addis Ababa: Analysis of its Epidemiology and Psychosocial Conditions
(Addis Ababa University, 2014-05) Ayele, Kidane; Banteyerga, Hailom (PhD)
Suicide (willful, deliberate and intentional self harm) is a global public health and social problem affecting the most productive age group, and the elderly, at the other extreme. It gained policy and research attention worldwide. In Ethiopia, even thought there is indication for the occurrence of more suicidal deaths in Addis Ababa, there is no proper registration and certification of suicidal deaths that is meant for public health purpose in concerned governmental organizations. This study is conducted to look into the distribution and explore the psychosocial condition that lead people to commit suicide and examine the extent of psychosocial impacts on the relatives or families of people who commit suicide in Addis Ababa. Secondary data was collected from two institutions, namely, Forensic Pathology Department at Menilik II Hospital and Homicide Crimes Investigation Unit at Addis Ababa Police Commission. Qualitative data was also collected from close relatives or care givers of people who commit suicide between January 01 and December 31/2013 and within the past one year and forensic pathology and crime investigation experts working at respective institutions. Within one year, 205 people were died due to suicide the majority of whom are males. While hanging is the most frequently used means, social isolation, mental illness, family conflict, economic problems and lack of religious commitment are perceived as causes of suicide. The findings of this study indicate that there is a need to consider policy and programmatic actions directed towards suicide prevention and control. In addition to conducting community wide research in suicide, it is important to preserve social and cultural values; institutionalize traditional family conflict resolution practices and strengthen mental health institutions
Teachers' Attitudes Towards English Language Learners' errors with particular Reference to Grade Eleven
(Addis Ababa University, 1995-06) Bala, Haileyesus; Banteyerga, Hailom (PhD)
This study investigated the current attitudes of EFL teachers toward English language learners' errors. Fifty teachers selected from twelve government senior secondary schools in Addis Ababa participated in the study. In order to gather the data, opinionnaires and written questionnaires drawn from students' written works were given to teachers. Classroom observation, based on Chaudron (1977) model of descriptive discourse were made on sample teachers to examine their treatment behaviours. The subjects responses were coded and mean scores were computed for individual items. The Pearson product moment correlation and multiple regression were computed. The statistical tests showed that there was significant inverse relationship between attitude and severity of scoring. The conclusion drawn was that Ethiopian EFL teachers' attitude toward learners' errors when seen in practice looked negative. However, there seems to be a disparity between their theoretical conception of error and the actual classroom practice. Their actual treatment of errors seems to be influenced by factors which can be described as nonpedagogic. It is suggested that, perhaps, it will be better if teachers develop somehow tolerance toward learners' -errors by reacting leniently to students' in correct responses
Teachers. Roles and Perceptions in The Context Of Plasma Delivered English Lessons: Grade 10 in Focus
(Addis Ababa University, 2012-06) Baye, Getachew; Banteyerga, Hailom (PhD)
The cause for this study was observation of EFL teachers complaints on the impact of plasma technology for instructional purposes in Ethiopian government owned secondary schools. The overall aim of the study was, firstly to describe the current and emerging EFL teachers roles in classrooms using technology and make an enquiry in to the extent to which knowledge is enhanced by these roles, and secondly, examine the overall perceptions of EFL teachers about the use of the plasma technology. In order to attain these research objectives, both qualitative and quantitative data collecting methods were employed, namely: observation, conversation, document analysis and questionnaires. The research was mainly conducted in four secondary schools and involved twenty five English teachers, and the Directors of the four schools. The study for EFL teachers in classrooms using plasma identified three major roles, namely: designing the learning environment, managing people and resources and mediating student learning. A fourth role improving practice, captures the work place learning that is recognized but not implemented by all teachers in this study. The findings showed that teachers were not able to perform all roles effectively due to factors such as lack of sufficient time, lack of conducive working environment, teachers lack of competence in the language itself. A fundamental finding is that in improving their practice, teachers are attempting to cover all the three roles, and constantly felt that time was against them. Moreover, cultural reluctance to criticize others is said to be another challenge. The study has also indicated EFL teachers roles that developed and those declined or disappeared due to plasma. The conclusion is that that in improving their practice and accomplishing their roles, teachers are moving toward a decoupling of the three roles so that different people could design learning environments, manage people and resources, or mediate learning. Further research would test the generalizability to other subjects.

Browsing by Author "Banteyerga, Hailom (PhD)"

Results Per Page

Sort Options