Browsing by Author "Damtew, Abebe"
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Item Practices Of Corporate Social Responsibility In The Oil Industry Sector: Case Study From Three Oil Copmpanies In Addis Ababa(A.A.U, 2020-03) Damtew, Abebe; Yohannes W., W.In the current business world, there is a consensus that companies apart from profit making they are expected to fulfill their CSR to make their business engagement socially responsible. The main objective of this study is to assess, describe and examine, existing CSR practices/performances of the selected oil companies in Addis Ababa., (Total Ethiopia, Libya Oil Ethiopia and Yetebaberut Beherawi petroleum) based on employees’ level analysis. During the selection of the case companies primarily the researcher purposely intended to approach two national and two multinational companies but due to denial to get consent from one of the national companies, the study solely based on three case companies. In determining the sample size, the study applied standard statistical sample size determination technique and used mixed sampling techniques such as purposive and proportionate random sampling. As part of the research’s methodological approach, the study used the mixed method (quantitative and qualitative). The primary data was collected through questionnaire survey and key informant interview from entry level employees, middle and top-level managers of the case oil companies, and theoretical and empirical literatures used as secondary data sources. The finding of the study depicts that all the three case companies invariably involved in all categories of the CSR but with variation in the level of performance. Thus, Total Ethiopia Share Company’s performance highly surpassed the rest of the two case oil companies, in areas of economic, legal, ethical and philanthropic responsibilities. On the other hand, Libya oil Ethiopia and YBP showed a relatively higher level of performance in areas of economic and legal responsibilities. While in philanthropic responsibility the two oil companies showed a lower level performance. And Libya oil Ethiopia and YBP have also shown high and moderate performance in the area of ethical responsibilities respectively. As to drives for CSR all case companies are mainly engaged in CSR activities due to internal drives, for companies’ interest or benefit to meet (business case, employment retention, corporate internal values, company’s reputation and image, improved financial performance). However, external drivers including requirements from regulatory frameworks as well as pressure from media, civil society and consumer activism, didn’t adequately give rise to CSR initiative in all the three oil companies. Finally, the major challenges for CSR engagement were found to be product and innovation challenges for Total Ethiopia, policy and procedure challenges for Libya Oil Ethiopia and shareholders attitude towards CSR and policy and procedures challenges for YBP. Accordingly, recommendations were extended to both Libya oil Ethiopia and YBP to devise policies and procedures, institutional set up and working system as well as to regularly allocate resources so as to enhance the implementation of CSR Practices. Furthermore, the two companies are also recommended to advocate and lobby shareholders to see CSR as an opportunity than a cost to make business in socially responsible way And Total Ethiopia is also strongly advised to engage in product and innovation practices to accommodate the emerging high demand.Item Teaching Reading Skills in English as a Foreign Language through Interactive Classroom Teaching Versus Plasma Teaching with reference to Grade Ten Students in Addis Ababa(Addis Ababa University, 2012-06) Damtew, Abebe; Alemayehu, Tibebe (Associate Professor)The purpose of this study was to investigate teaching reading skills in English as a foreign language through interactive classroom teaching versus plasma television teaching. An experiment was designed and conducted to investigate the difference between teaching reading skills in English as a foreign language with and without Plasma television. The design of the study was mixed method design which consisted of first collecting quantitative data and then collecting qualitative data i.e. both quantitative and qualitative data analysis techniques were employed to analyze the data collected. There were four main measurement tools employed in the pilot as well as the main study: 1) The preand post-tests reading comprehension and vocabulary tests, 2) a questionnaire 3) an interview and 4) classroom observation. The pre-and post-tests aimed at measuring reading comprehension and vocabulary. The last three tools namely a questionnaire, an interview and classroom observation measure the attitudes of both teachers and students toward teaching reading skills and they were used in the post-test only. The study measured and compared the performance of four groups: two experimental groups (N = 35 and 35) and two control groups (N = 38 and 40) of Grade 10 students at two secondary schools with two teachers from each school in Addis Ababa during a period of four months one academic semester. After the administration of the tests, the data were collected and subjected to statistical analy is. An independent and paired t-test was used to test the hypothe es in this study. The results suggest d that teaching reading skills through interactive classroom teaching had a positive influence on the subjects post-test scores. The major findings obtained from the statistical analysis revealed that the iii improvement between the pre-test and po t-test of reading skills is significantly greater for the experimental groups than the control groups. This suggests that teaching reading skills through interactive classroom teaching has a positive effect on students' reading comprehension. In addition, the re ults from the comprehension post-test between the two groups were significantly different which suggests that the post-test scores of reading comprehension between the two groups are not equal. The results of the experimental groups oulperformed than the control groups students. Finally, the results of the questionnaires individual interviews, and classroom observation showed that the students in experimental groups held a positive attitude toward teaching reading skills through interactive classroom teaching and the experimental group students were observed working in small groups and helping each other in trying to understand the passage. The results of the interview and the classroom observation revealed that majority of the students agreed that the classroom teacher was giving better teaching method than the plasma teacher was. Implications drawn from the findings suggest that, for English language teachers, this research could assist them in improving their current teaching performance and syllabus. Based on both the pilot and the main study, teaching reading skills through interactive classroom teaching would work best in the Ethiopian context if the classroom teacher is given further training to interactive classroom teaching. This study suggests that teachers need to devote significant class time to teaching reading skills through interactive classroom teaching and encourage students to engage in it.