Browsing by Author "Engida, Temechegn"

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    The Impact of Teaching Chemistry by "Instructional Functions Approach" on Student Achievement: an Experimental Study of Grade Eleven
    (Addis Ababa Universty, 1993-06) Engida, Temechegn; Desta, Azeb
    In this study, an attempt was made to investigate the impact of' a chemistry teaching program by "Instructional Functions Approach" on student achievement. The study employed the "pre test - post test control group experimental design" in which case the treatment teachers received training in the use of the instructional functions approach model. The subjects consisted of 24 11th grade chemistry teachers randomly selected from 8 senior secondary schools in Addis Ababa. The students (1735) of these teachers were tested at the beginning and end of the project. The results of this experimental study suggest that the treatment was generally effective in the sense that when the instructional treatment is implemented, it has a positive impact on student achievement.
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    Learner-Centered Approach in Large Classes: A Survey in Thirteen Selected First Cycle Primary Schools in Gedeo Zone /Snnpr/
    (Addis Ababa University, 2001-06) Obssie, Tsegaye; Engida, Temechegn
    This study investigated the learner-centered approach's degree of application in present schools conditions comparing with the desired effective application. To accomplish the objectives of the study thirteen first cycle primary schools from Southern Nations, Nationalities and Peoples' Region ISNNPRJ, Gedeo Zone were selected as a sample. A questionnaire, mostly, consisted of close-ended items with ' disagree', 'yes' or ' no ', ' high', 'average' and' low' , and some multiple choice statements. It was distributed to 145 head teachers and teachers of thirteen sample schools. Total collections of completed and usable questionnaires were 145 in number (100%). Responses were tallied in order to convert frequencies into percentages to answer the basic questions raised in the Chapter One of this paper. The major findings were (i) on administrational areas present practices were found to be satisfactory whereas instructional practices were unsatisfactory. (ii) urban and rural schools are equally facing critical problems of large classes, (iii) the objective reality of large classes inhibit teachers from applying learnercentered approach in multi grades teaching system (teaching in different grades and sections). Thus present teaching-learning process under such situations found to be unsatisfactory, and (iv) respondents were found to be positive towards self-contained classroom teaching as a remedial suggestion provided for effective application of learner-centered approach in self-contained large classes.