Browsing by Author "Bekele, Abebe (PhD)"
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Item Analysis of the Development Process of the Bahir Dar Teachers' College Pedagogical Syllabus(Addis Ababa University, 1991-06) Kassahun, Nigussie; Bekele, Abebe (PhD)The purpose of this study was to analyze the development process of the Bahir Dar Teachers' College Pedagogical syllabus with the intention of determining its effectiveness. A model was identified and relevant literature was to have an understanding of the principles and employed in the process of syllabus development in the identified model. An attempt was made to see between the model and what has been practiced development of the program. reviewed criteria light of the fit in the To this end different methods of data gathering tools such as questionnaire, interview and document analysis were used to get the necessary information. The data obtained through the different tools and document analysis was interpreted and analyzed. The findings indicate that the syllabus for the pedagogy program was first developed in 1973-74 and was revised 1n 1977-78. The first syllabus was found to have been developed following a systematic procedure guided by a theoretical framework. In the process attempts were made to follow the objectives model to some extent. Needs were assessed and objetives were determined on the basis of the information obtained. content selection and evaluation were also points of conern in the development of the syllabus. However, there were certain limitations and these were attributed to shortage of time caused by the urgency of the task. The second revised program appeared after the "Edget Behiberet Zemecha". The development of the revised program was found out to be lacking any theoretical framework used as a guideline due to lack of clearly set educational aim. This was so because the direction of the Ethiopian Revolution by then was not known to anyone so as to formulate a clearly defined national aims of education. Though the syllabus development process of the college was influenced by factors which hindered it not to follow any systematic procedure at its initial it has remained without being revised since then. After analysing the findings it was concluded syllabus development practice fails to fit the model and is found to be ineffective. that the objectives Based on the findings, which includes the views of the graduates of the program, it is recommended that the program needs to be revised in such a way that defects could be rectifiedItem An Analysis of the Work-oriented Character of the Ethiopian Primary School Curriculum(Addis Ababa University, 1994-06) Chere, Andualem; Bekele, Abebe (PhD)The purpo se of thi s study is t o analyse wh e ther the Ethiopian Curri culum of primary schoo l i s work-oriented or no t. To ach i eve thi s a im, t e xtbook co nt en t analysis and qu e st i onnai res have b een used as data co llect ion instruments. Four s t eps have been f o ll owed i n ana ly s ing t he conten t of th e t ex tbooks . Th e first step i s concerned wi th text book selection. Th e second step involves defining the research prob l ems in t e rm s o f categoriE's in relation t o the thE'sis bas i c qUE'st i ons. Th e th ird s t ep deals with ide n tif y ing the t ec hnique of mea surement or uni t o f content. The last step identifies th e system o f enum e rati o n. Th en . da t a obta ined from text bo ok ana lysi s and questi onnaire are int e rpreted and summari zed. The results of the analysis show th a t thirty- seven p e rcpnt of thp co nt ents are work - rpf ere nced. Of th ese wo rkfc, fer"nced paragra ph s , thirty - ti1r f'E' percent are hIlle - c o llar refe r enced and four per cent are ,.- h i te - co l l ar - l'io r k-referenced, TIle quest t o find n llt thp students ocrupational aspirations has r evealed that con t rary t o th e cnntpn t s of the t ex t books, their occupational aspira tion is i ncl ined to wh ite-c o llar categ o ri es o f occupat i o n s . On th e basis of the results. it is co n c luded that, in mos t aspects, th e present content of th e Ethiopian e lementary sc ho o l t ex tbooks do n o t co nt ai n a ba lan ced pr opo rtion o f co ntents which r e fl ec t wo rk orientation . Thoug h the f e ..work- or i en t ed paragraphs re f l ected a blue-collar ca t ego r y of " ork b ia s , th ey fail t o develop on s tu de nt s pos i tive att itude t oward s ma nual work,Item An Evaluation of the Implementation of the Lower Primary School Social Studies Syllabus: The Case of North Shewa Administrative Zone(Addis Ababa University, 1994-06) Endalamaw, Getachew; Bekele, Abebe (PhD)The test of a curriculum plan is ascertained through a thorough inquiry into its practicality and ultimate worth. In view of this, the purpose of this study is to evaluate tbe implementation of the lower primary school social studies syllabus and to identify the outcome as well as problems encountered in translating it into practice. To this effect, fifteen primary schools were se lected as sources of information from tbe five Provinces of North Shewa Administrative Zone. Within tbese schools all social studies teachers of the lower primary grades which are forty-two in number, the school directors, the SPC Coordinators, and a tOlal of 1445 students were taken as actual sources of info rmation. In addition, the school inspectors and the APC Coordinators of the fi,'e Provinces were also included as informants of the study. Questionnaire, interview, classroom observation, and achievement tests were the data collection instrume nts used to obtain information from the sources. The results of the study in (licate that there are a considerable proportion of teachers who are assigned to teach social studies in the lower primary grades without their interest. The specifications of the syllabus are not also implemented in full. Most of the lessons are conducted wi thou t making any reference to the particular geohistorical conditions of the District, Province, or Administrative Zone in which the children are brought up. Though the dominantly used teaching strategy in the classrooms is the inquiry-oriented approach, there is a failure on the part of teachers to give appropriate guidance to the students as to how to proceed through this approach. Even though the School Pedagogical Centres have attempted to prepare and collect teaching aids relevant for the subject under study and the teachers are not overloaded with teaching duties, it is hard to say that there is a complete conducive teaching-learning atmosphere in the schools for the implementation of the syllabus. Ill-equipped classrooms with some of the necessary furniture, inavailability of Teacher's Guide in some of the schools, the existence of some less concerned school directors about the instructional problems of teachers are the prominent problems identified in the schools. Consequently, the implementation process of the Syllabus is not as effective as it should be in enabling learne rs to have mastery of the subject matter. Particularly, in grades two :1nd three the majority of the students have not attained the instructional objectives indicating the ineffectiveness of the implementation process. Moreover, disparity in the attainment of some of the instructional objectives is noted among the provinces pointing out the existence of differences in the relative emphasis given to the implementation of the specifications of the syllabus.Item Evaluation of the teaching Skill of pedagogical course Instructors in Some selected , Teacher Training institutes of Ethiopia(Addis ababa univeresty, 1992-07) Gebreyesu, Getachew; Bekele, Abebe (PhD)The purpose of this study waS two fold. First, it attempted to appraise the classroom teaching skill of the instructors of professional courses (Pedagogics and Psychology) in Harar and Debrebirhan Teacher Training Institutes. Secondly, it examined the implications of factors; such as skill training experience (both at preservice and inservice levels) to the instructors- present classroom performance. Moreover, it investigated as to whether or not contextual factors - classroom condition, size of trainees, teaching load and years of teaching experience have bearing upon the instructional performance of the teachers. Two complementary forma ts (Preliminary assessement and Final evaluation) were employed to appraise the instructional performance of each instructor in two different sessions. ~ollowing the appraisal, questionnaire and document analYses were used to obtain information pertaining to the factors expected to have bearing upon the evaluative results. The findings related to the appraisal showed that greater number of the instructors (51.25%) were ranked less adequate in view of the majority of the criterion variables in the final-evaluation format. 24.25% of them were judged average, while the remaining 24.50% were found more adequate. In connection with thiS, the skill training programmes ~hich the instructors have experienced both at p~eservice and iriservice levels were found inadeQuate and identified as major factors which have worked along with the instructors' teaching skill • • In contrast, the contextv2l factors were found to have little impact upon the instructors performance, and were taken to have little effect upon the evaluative results. Finally, the practical implications of the findings to the practices of teacher education programmes both at college and T.T.I levels were discussed.Item Evaluation of the Teaching Skill of Pedagogical Course Instructors in Some Selected Teacher Training Institutes of Ethiopia(Addis Ababa University, 1992-07) Gebreyesus, Getachew; Bekele, Abebe (PhD)The purpose of this study was two fold. First, it attempted to appraise the classroom teaching skill of the instructors of professional courses (Pedagogics and Psychology) in Harar and Debrebirhan Teacher Training Institutes. Secondly, it examined the implications of factors; such as skill training experience (both at pre-service and in service levels) to the instructors- present classroom performance. Moreover, it investigated as to whether or not contextual factors - classroom condition, size of trainees, teaching load and years of teaching experience have bearing upon the instructional performance of the teachers. Two complementary forma ts (Preliminary assessment and Final evaluation) were employed to appraise the instructional performance of each instructor in two different sessions. following the appraisal, questionnaire and document analyses were used to obtain information pertaining to the factors expected to have bearing upon the evaluative results. The findings related to the appraisal showed that greater number of the instructors (51.25%) were ranked less adequate in view of the majority of the criterion variables in the final-evaluation format. 24.25% of them were judged average, while the remaining 24.50% were found more adequate. In connection with this, the skill training programmes which the instructors have experienced both at pre-service and in-service levels were found inadequate and identified as major factors which have worked along with the instructors' teaching skill. In contrast, the contextual factors were found to have little impact upon the instructors performance, and were taken to have little effect upon the evaluative results. Finally, the practical implications of the findings to the practices of teacher education programmes both at college and T.T.I levels were discussedItem Evaluation of The Teaching Skill of Pedagogical Instructors Teacher Course Some Selected in Training Institutes of Ethiopia(Addis ababa univeresty, 1992-07) Gebreyesus, Getachew; Bekele, Abebe (PhD)The purpose of this study waS two fold. First, it attempted to appraise the classroom teaching skill of the instructors of professional courses (Pedagogics and Psychology) in Harar and Debrebirhan Teacher Training Institutes. Secondly, it examined the implications of factors; such as skill training experience (both at preservice and inservice levels) to the instructors- present classroom performance. Moreover, it investigated as to whether or not contextual factors - classroom condition, size of trainees, teaching load and years of teaching experience have bearing upon the instructional performance of the teachers. Two complementary forma ts (Preliminary assessement and Final evaluation) were employed to appraise the instructional performance of each instructor in two different sessions. ~ollowing the appraisal, questionnaire and document analYses were used to obtain information pertaining to the factors expected to have bearing upon the evaluative results. The findings related to the appraisal showed that greater number of the instructors (51.25%) were ranked less adequate in view of the majority of the criterion variables in the final-evaluation format. 24.25% of them were judged average, while the remaining 24.50% were found more adequate. In connection with thiS, the skill training programmes ~hich the instructors have experienced both at p~eservice and iriservice levels were found inadeQuate and identified as major factors which have worked along with the instructors' teaching skill • • In contrast, the contextv2l factors were found to have little impact upon the instructors performance, and were taken to have little effect upon the evaluative results.Finally, the practical implications of the findings to the practices of teacher education programmes both at college and T.T.I levels were discussed.Item Factors That Influence Academic Performance of Trainees in the Hahar Teacher Training(Addis Ababa University, 1991-06) Zergaw, Demis; Bekele, Abebe (PhD)In an attempt made to study the effect of trainee academic background and other related factors in the secondary school upon performance in the T.T.I. and the curricular i mplications thereof, correlation and regression methods, questionnaires, and interviews were used. The study was conducted in order to investigate if there were any problems of poor performance and, with this, to create problem awareness and to seek solutions as well. Results have suggested that there tends to exist a problem of low level of performance in the T.T.I. They have also pointed out that this performance is an outcome not of the level of qualification of teachers, or the volume of books available in the schools from which the trainees were recruited, but of their previous level of academic achievement, and more a function of the degree of differential academic exposure. Outcomes have also indicated that the curriculum development process has not employed the steps in developing the curriculum as effectively as they should ha ve been so as to cont ribute to a rise of performance to a level that could bringabout a desirable level of compet ence. Based on these outcomes, it is recommended that the training programme should devise appropriate mechanisms that c o'uld be he l pful to raise performance l evels such as r emedial cla sses . It is also reco n~ended tha t the process of curriculum construction should strictly adhere to the steps that must be followed in producing the curriculum for better effectiv eness with the programme it guides. At la st , it i s suggested that relative spe cialization of trainees in some broader areas of specialization (e.g . Social Sci ence, Na tura l Science) could be taken as a solution to problems emanating f rom the ef fe ct of differential academic exposure. Of course, this i s when consideration is g i ven to trainee n eeds . It could be impelemented by making use of such attributes of trainees as the already recorded ab ility , result s of pretests, and id ent i f i ed int eres ts as a basis for s treaming into different are as or r el a tive specia l ization .Item An Investgation Into The Pract'ces And Processes of Curriculum Planning And Development For General Education In Ethiopia Since 1974(Addis Ababauniversity, 1990-06) Deste, Feleke; Bekele, Abebe (PhD)-(ht:: purpose of schooli g is to >ducate I(:~rn ..! rs in SlK.h u "'lay IliJt they will c C'b lt! to cor:tributc to the wclf~ re " nu strength of scci ·!ty, und to r ': eo llze a f II d< v lopment of thir p.)tcnti;:·1 as human ein~s. In order to do t his , curricula are pl "'nr.~ d r'nd Q(;v -Ioped, t (:achers uro trilincd, t <::,·t books and oth-.!r ,l.::'terials rc <"IS0 produced. T ~· attClir its nd-result ~, n cducationol progrum must be planned Qnd d velopcd s / sterr.~, tiCr"~ lI y using () curriculum d v .:; loprr..; 1t model of ne kind. This fact Is one. that h"s jscapcd mt~ r.y ~cr50ns' t.lth.:ntion in s 'vcr;")1 p l n c ~s. f. curriculum dl:velopment m"d;':;! is said t (' be in 13ctu~1 us wh..;r. professionals charg c! with thr.- task shGre <1 sense of comme, rl iity .::xcmplifkd by a strong nl:twork of its concf.:ptual and m f.th(jdclogic ~ 1 commitments that gcv rns their wc.rk. Such a conc ptual schc '!11 ... serves t sy ltheslzc ;) \1 und(;rtakk, gs i:lnd to rGvca l prubk.m sciutions thClt ilrise in I.: rning. he me jor objl..ctiv'· A this study is to make on Invcstigatio"1 into '~he Pr ?ctict;s and Pr ;c~ss,-s r f Curriculum Ploilnl 9 and D v<...lopmcnt for GI:mer ;J1 :::.ducati n in Ethiopia since 197~1 ~Ii h a focus (m thu und rlying m(jd~l. n s J doing, uttcmpts (I r ~ mndc to 9ath~r informCltion from pr tQ s~ionals \'/orki. 9 in th'4 Institute - for Curriculum Dev Icpme: 'It ( 11d ~~ cs~arch and officials charged with Cduc:l tlGn policy d cisivn-m;:>kiIl9 at the lev; 1 of the. iV.ir istry. This inf_ rm13tion is obtain,-d thrnug quo sti(..nnairl;;s unci Int;rv ·~ws from the twr. grcups fTI ntion ~d . !~ esults hardly sU9S st th(7;t there exists:) ::!gr ·,:-,d- 'pc n curriculum dev ' lopment fr;C'del which con direct the ;:>I ~r.n ing clndItem An Investigation Into The Major Problems That Contributed To The Failure of The Recently Innovated Community-Based Preschool Program In Rural Ethiopia(Addis Ababauniversity, 1996-06) Legesse, Demissie; Bekele, Abebe (PhD)Community-based preschool program (CBPP) was intended to provide care and educational services to rural preschool age children who were entirely devoid of the opportunity. The program was expected to address the stressful familial and extra-familial environment in which the children live through collective community action (community-based approach). This recent educational innovation to rural areas, however, failed to achieve its objective after consuming considerable size of the meagre resource available. This study was therefore conducted to investigate into problems (factors) that account for the failurite of the program by giving due emphasis to those related to the innovation process followed. They are (1) whether or not preliminary needs assessment has been made for innovating the program; (2) community's awareness of the significance. of the program; (3) problems related to administrative coordination and resource input in implementing the programs and (4) whether or not follow up (evaluation) has been made for the program. Questionnaires, interviews and observation checklist were employed for the purpose of data collection. Relevant documents have also been consulted to substantiate the information gathered through these instruments. The excoordinators of the program at various levels (National, Zonal and District)" teachers, the ex-committees for preschool affairs and the randomly selected community members from rural villages were used as the subjects of the study. Such statistical means as percentage system, mean values, weighted ranking, and the t-test have been employed for analysing the data gathered. After a therough investigations have been made on the assumptions raised the findings obtained made clear (1) lack of appropriate needs assessment for innovating the program to rural areas; (2) community's lack of awareness about the significance of the program; (3) prevalence of administrative problems (e.g. absence of important administrative mechanisms for operating the program; lack of bottom-top-bottom coordination of activities; inability of different parties who were expected to promote the implementation of the program to carry out their tasks; inappropriate and inadequate human, material and financial resource inputs; and (4) lack of systematic follow up during the implementation of the program. Finally, as a measure towards the revival of this failure program and also its diffusion to other rural areas of the country, some recommendations have been forwarded among which (a) priority attention be given to educate the rural community through possible means (e.g. adult education; mass media, etc.) before or parallel to the provision of preschool program, (b) encouragement of community participation in the evolution and growth of the program; (c) encouragement of private investors and organizations to take part in meeting the social and educational needs of preschool age rural children; (d) to practice such an educational innovation (as CBPP) on limited scale in some rural villages; are the mainItem An Investigation into the Major Problems that Contributed to the Failure of the Recently Innovated Community-based Preschool Program in Rural Ethiopia(Addis Ababa University, 1996-06) Legesse, Demissie; Bekele, Abebe (PhD)Community-based preschool program (CBPP) was intended to provide care and educational services to rural preschool age children who were entirely devoid of the opportunity. The program was expected to address the stressful familial and extra-familial environment in which the children live through collective community action (community-based approach). This recent educational innovation to rural areas , however , failed to achieve its objective after consuming considerable size of the meagre resource available. This study was therefore conducted to investigate into problems (factors) that account for the failuri te of t he program by giving due emphasis to those related to the innovation process followed. They are (1) whether or not preliminary needs assessment has been made for innovating the program; (2) community's awareness of the significance, of the program; (3) problems related to administrative coordination and resource input in implementing the programs and (4) whether or not follow up (evaluation) has been made for the program. Questionnaires , interviews and observation checklist were employed for the purpose of data collection. Relevant documents have also been consulted to substantiate the information gathered through these instruments. The excoordinators of the program at various levels (National, Zonal and District) ,teachers, the ex-committees for preschool affairs and the randomly selected community members from rural villages were used as the subjects of the study. Such statistical means as percentage system, mean values , weighted ranking, and the t-test have been employed for analysing the data gathered. After a therough invest igat i ons have been made on the assumptions raised the findings obtained made clear (1) lack of appropriate needs assessment for innovating the program to rural areas; (2) community's lack of awareness about the significance of the program; (3) prevalence of administrative problems (e . g . absence of important administrative mechanisms for operating the program; lack of bottom-top-bottom coordination of activities; inability of different parties who were expected to promote the implementation of the program to carry out their tasks; inappropriate and inadequate human, material a nd financial resource inputs ; and (4) lack of systematic follow up during the implementation of the program. Finally, as a measure towards the revival of this failure program' and also its diffusion to other rural areas of the country , some recommendations have been forwarded among which (a) priority attention be given to educate the rural community through possible means (e. g. adult education ; mass media, etc.) before or parallel to the provision of preschool program, (b) encouragement of communi ty participation in the evolution and growth of the program ; (c) encouragement of private investors and organizations to take part in meeting the social and educational needs of preschool age rural children; (d) to practice such an educational innovation (as CBPP) on limited s cale i n some rural villages; a r e the main.Item An Investigation of Teachers' Training Institute Instructors Effectiveness in Defining and Implementing the General Objectives of Pedagogic Syllabus (With Particular Reference to TTIS in Region Three)(Addis Ababa University, 1996-06) Demissie, Getnet; Bekele, Abebe (PhD)The purpose of this study was to examine the TTl instructors effectiveness in implementing the general objectives of the pedagogics syllabus. Among the many characteristics of teacher effectiveness which are necessary for implementing the objectives of a syllabus, due emphasis was given here for instructors' preparation of lesson plans, formulation of objectives, making the trainees aware of each lesson objective, and correspondence of the instructional activities of the instructors and trainees to the intended lesson objectives. To this end, all the pedagogics instructors (11 in number), the directors, the deputy directors, and a total of 550 trainees (50 trainees for each instructor) in the three TTls of Region Three - Debre Birhan, Dessie, and Gondar- were the sources of information. The data collection instruments used in the study were questionnaire, interview, classroom observation, and documentary analysis. And, the data collected were analysed using percentages, averages, One-Way Analysis of Variance (ANOV A), Tukey Honestly Significant Difference (HSD) method, and Pearson Product-Moment Correlation. The results of the study revealed that all the instructors did not prepare consecutive lesson plans but use the lesson plans prepared by their colleagues in every instruction. It was ascertained that the majority of the instructors prepared five lesson plans once for a week in every month. Most of the objectives of the prepared lesson plans were specific, and consisted of both behaviour and content. However, an insignificant num ber of objectives of the lessons included behaviour, content, testing condition, and standard of performance simultaneously. In addition, the prepared lesson plans were observed as highly dominated by lower level cognitive objectives- knowledge and comprehension. In the actual classroom instruction, instructors were also observed in making effort for the attairullent of lower level cognitive objectives mor,e often than affective and higher level cognitive objectives- though the latter groups of objectives were given a considerable degree of emphasis by the instructors when they teach than they plan. All the lesson objectives have been found to be encompassed in the unit and general objectives of the syllabus, but a considerable number of unit objectives of the syllabus were not described by the lesson objectives. Instructors did not also make their trainees aware of the intended lesson objectives. Although most of the instructional activities ofthe instructors and the trainees were aimed at the attairunent of the lesson objectives, there were some (instructors' and trainees') instructional activities which do not correspond with the written lesson objectives. Hence, instructors effectiveness in implementing the general objectives of the pedagogics syllabus was not as much as it should be. Based on these findings, appropriate recommendations were also forwarded.Item Major Factors Affecting The English Achievement Upper Primary School Pupils Ik Gondar Town(Addis Ababauniversity, 1993-06) Ayele, Abera; Bekele, Abebe (PhD)The quality of education as reflected in academic achievement can not be divorced from the complex set of social and educational factors which interplay to affect learning processes and outcomes. The qu e stion "what makes a difference in academic performance?" has been addressed by different researchers from both the developed and the developing countries. Within the developed countries much is known about the determinant-achievement relationships. In the developing countries, however, the findings are inconclusive and inconsistent. The purpose of the study was to examine the extent to which variables used in the Educational Production Function and the Process-Product research approaches explain differences in grade five and six pupils ' English achievement. Specifically, the study attempted to investigate the relative impact on pupils' achievement of seven home, six pupil, six schoolclassroom and eleven teacher related variables. This task was accompl ished by regressing thirty independent variables for each grade level. The dependent variable used as a criterion measure was achievement test prepared by the investigator based on the objectives and contents determined by the Ministry of Education for the respective grade levels. The thirty independent variables were selected on the basis of revi ew of literature. Information on the independent variables was secured using three basic tools of data collection: Questionnnaire. school and classroom inventory. and classroom evaluation rating scale. The r e lati onship b e tween the thirty ind ependent variables and pu p ils ' a c hi evement at each grade l evel was analysed by the me thod of multipl e r egression. A variable ' s statistical impact on the d epend ent va riabl e was a c cept ed as significant at 0.05 a level or better. Results of the analysis revealed that variables describing home. pupil. school-classroom and teacher attributes have differential impacts on stud ents ' English achievement~ some var iables (such as class repeti tion, father ' s education and planning skill) show ed statistically significant impacts while others ( s u ch as pupl sex, cla ss - ize, and family-size) exerted nonsignificant influence. Based on these findings some basic co n c lu~i o ns ar e r each ed and r e lat ed r ecomm endations forwardedItem Major Factors Affecting the English Achievement Upper Primary School Pupils in Gondar Town(Addis Ababa University, 1994-06) Ayele, Abera; Bekele, Abebe (PhD)The quality of ed uca tion as reflected in academic achievement can not be divorced from the complex set of social and edu ca tional factors which interplay to affect l earning processes and outcomes. The question "what makes a differ e nce in academic performance?" has been addressed by differ ent researchers from both the developed and the developing countries. Within the developed countr i es much i s known about the determinant - achievement relationships. In the developing countries, how ever, the findings are inconclusive and in co nsistent. The purpose of the study was to examine the extent t o which variables used in the Educational Production Function and the Process-Product research approaches explain differences in grade five and six pupi Is ' Engl ish achievement. Specifically, the study attemptecl to inves tigate the relative impact on pupils' achievement of seven home, six pupil, six schoolc lassr oom ancl eleven teacher relat ed variables. This task was accompl ished by regressing thirty ind e pendent variables for each grade le vel . The dependent variable used as a cri terion measure was achievement test prepared by the investigator based on the objectives and contents determined by the Ministry of Education for the respective grade levels. The thirty ind e pend ent variables were selected on the basis of review of lit eratu r e. Information on the independent variables was secured using three basi c t oo ls of data coll ec tion: Questionnnaire, school and classroom inventory, and classroom evaluation rating scale. The r e lationship between the thirty independ en t var iabl es and pupils ' achievement at each grade l eve l was analysed by the method of multipl e r eg ression. A var iahl e's statistical impact on the dependent variable was acceptecl as s i gnificant at 0 . 05 a level or better . Results of the analysis revealed that variables describing home, pupil. school-classroom and teacher attributes have differential impacts on students ' English achievement: some va ria b l es (s uch as class r epet ition, father 's education and planning sk il l) showed statisti ca lly significant impacts whil e others (such as pup l sex, class-size, and family-size) exer t ed nonsignifi ca nt influence. Based on these findin gs some basic conclusions are r eac hed and related r ec omm enda tion s forwardedItem The Relevance of the Primary School Curriculum to the Future Roles of Rural Girls in the Silt! Area: It’s Impact Upon Their Dropout(Addis Ababa University, 1997-06) Tuji, Wendmagegnehu; Bekele, Abebe (PhD)