Browsing by Author "Demis Zergaw"

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    Factors that influence academic performance of - trainees in the Harar teacher training institute.
    (Addis Ababa Universty, 1991-06) Demis Zergaw; Bekele, Abebe(pPhD)
    In an attempt made to stu~ the effect of trainee academio background and other related factors in the seoondary school upon performance ~, ..theT.T.I. and the curr'icular \ implications thereof, corr tion and regression methods, questionnaires, and interviews were used. The study was conducted in o~der to investigate if there were any . pro blainsof 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 teaohers, 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 have been so as to contribute to a rise of performance to a level that could bringabout a desirable level of competence. Based on these outcomes, it is recommended that the training programme should devise appropriate mechanisms that could be helpful to raise performance levels such as remedial classes. It is also recommended that the process of curriculum construction should strictly adhere to the steps that must be followed in producing the curriculum for better effectiveness with the programme it guides. At last, it is suggested that relative specialization of trainees in some broader areas of specialization (e.g. Social Science, Natural Science) could be taken as a solution to problems emanating from the effect of differential academic exposure. Of course, this is when consideration is given to trainee needs. It could be impelemented by making use of such attributes of trainees as the already recorded ability, results of pretests, and identified interests as a basis for streaming into different areas or relative specialization.
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    Factors That Influence Academic Performance of Trainees in the Hahar Teacher Training
    (Addis Ababa University, 1991-06) Demis Zergaw; Abebe Bekele
    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 .
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    Practices and Challenges of Kebele Education and Training Board Participation in the Management of Preparatory Schools in North Showa Zone of Oromia Regional State
    (Addis Ababa University, 2011-06) Shimelis Gudeta; Demis Zergaw
    The main objective of this study was to assess the practices and challenges of KETB participation in the management of selected preparatory schools, in North Shoa Zone, Oromia Regional State. The selected schools for this study were Gohatsion, Gebre Guracha, Degem, Fitche, Debre Tsige, and Muke Turi preparatory schools from 18 preparatory Schools. Samples were taken from six schools from a total of 174 teachers, 72 KETB and PTA members for questionnaires and 12 Principals and 6 Supervisors for interview were selected by using total population and available sampling technique. The study was carried out with descriptive survey method and both qualitative and quantitative approaches were used.The quantitative data obtained through questionnaire were present and interpreted by using tables. The data collected through questionnaire were analyzed quantitatively using descriptive statistics particularly frequency, percentiles and mean. On the other hand, the data found from interview and document analysis were analyzed qualitatively using narrative descriptive method. The major finding indicated that the participation of KETB members in the school management were poor, and lack of interest and awareness, lack of knowledge, shortage of time and pressure from school principals were some challenges for poor KETB participation on the school management functions. KETB poor participation highly affected the school improvement and students’ achievement. Therefore, based on the findings of the study, it was recommended that facilitating training and creating a suitable environment to fully participate KETB members is mandatory. Additionally, KETB members should improve their interest by giving incentives, training and commitment and try to participate the community and local NGOs to improve the school teaching learning. Key words: Practices, Challenges, Participation, School Management