Browsing by Author "Engida, Temechegn (PhD)"

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    Assessment of Community Based School Functions: The Case of Gedeo Zone
    (Addis Ababauniversity, 2001-10) Hordofa, Berhanu; Engida, Temechegn (PhD)
    Assessment of Community based schools functions, the case of Gedeo zone, assesses and evaluates the community school activity program. The program has been launched in Gedeo Zone since 1990 E.C. Since the program started 70 primary schools are assisted by this program. The objective of this assessment is the poor educational condition in Gedeo zone and the intention of knowing how far the Community School Activity Program has been implemented A research has been designed to collect adequate data on major areas of the assessment: Working directly with the community schools and the education system, increasing girl's participation in education, capacity building process, providing school improvement money and sustainability. The assessment process has been done by developing questionnaire; interviews, document inspection and school observation instruments. On these process headmasters, teachers, educational officials, experts and supervisors filled questionnaires, School managing committee and pupils were interviewed, school documents were inspected and the whole school condition was observed. The organization of this study consists five chapters. Chapter one treats background of the problem, statement of the problem, research questions, significance of the study, delimitation of the study and operational definition of terms. Chapter two deals with the review of the related literatures, chapter three with research design and methodology, chapter four with data analysis and interpretation and chapter five with summary, conclusions and recommendations
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    Factors Attributing To The Mismatch Between The Intended And Actually Used Teaching Methods In The First Cycle Primary Schools of Oromia
    (Addis Ababauniversity, 2002-06) Mergo, Bedada; Engida, Temechegn (PhD)
    The central intention of this research was to assess some of the factors attributing to the mismatch between the intended (learner-centered) and the actually used (lecture) teaching methods in the first cycle primary schools of Oromia in general and that of West Shewa Zone in particular. To attain this objective, a descriptive survey research method was employed. The sample consisted of 237 teachers who were drawn from 25 first cycle primary schools. Purposive sampling technique was used to select the target districts and primary schools while stratified and simple random sampling techniques were employed to select the sample teachers. To gather the necessary data, questionnaire, interviews, focus group discussions, document analysis, and observations were the instruments employed. In analyzing the data percentage, mean and chi-square were used. Results of the study suggest that the factors that enforce first cycle primary school teachers of West Shewa Zone use the lecture method in most cases are lack of training, large class size, inadequacy of educational facilities, inappropriateness of curricular materials developed for the level, and high teaching loads. Thus, based on the findings of the study, recommendations are forwarded to mitigate the aforementioned problems in the Zone under study
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    Hampering Factors To Implement Active Learning In Some Selected Second Cycle Primary Schools of Central Zone In Tigray
    (Addis Ababauniversity, 2001-05) Aberha, Fisseha; Engida, Temechegn (PhD)
    The purpose of this study was to identify the hampering factors in implementing active learning in the second cycle of government primary schools of central zone in Tigray region. The sources of data were 104 teachers, 10 school principals and 11 curriculum developers. Simple random sampling technique was employed to select wereda and school samples. More over, an available sampling method was used to involve teachers, school principals and curriculum developers. Questionnaire was used as data gathering tool. And, the secured data were analyzed using percentages and descriptive phrases. The findings of the study, then, revealed that the attitude of teachers and school principals towards active learning were found to be satisfactory. The result of the study also showed some major problems that ham~r the implementation of active learning. The identified serious problems were: inadequacy of teacher's pre-service and in-service training (lack of significant attention to refreshment courses), poor and unconducive organization of curricular materials, lack of frequent preparation and utilization of instructional materials that facilitate the implementation of active learning, poor classroom condition and less competency of school principals in accomplishing most of the expected activities
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    The Practice of Direct And Indirect Instructional Strategies: The Case of Lecture And Discussion Methods In Addis Ababa University
    (Addis Ababauniversity, 2002-05) Assefa, Ashenafi; Engida, Temechegn (PhD)
    The purpose of this study was to assess to what extent lecture and/or discussion method of teaching is used in AAU. Lecture and discussion method of teaching are used as indicators of direct and indirect instructional strategies respectively. The study also examined the factors that most influence the selection and utilization of instructional methods. Moreover, the influence of level of qualification, academic rank, and pedagogical knowledge of instructors in the process of instructional method selection and utilization was also surveyed. To effectuate this, descriptive survey was employed. A sample of 97 male and 19 female instructors of AAU in the SSC, ILS, FOE, FOL, FBE, and SISA was randomly selected. And 20 available classrooms with minimum number of forty and above were observed. In addition to observing the teaching-learning process in twenty selected classrooms with the help of checklist, a questionnaire constructed in terms of open and close-ended items, rating and Likert scale were employed in the process of data gathering. The data gathered via questionnaire and observation checklist were analyzed using the simple percentile, weight mean rank, and chi-square statistics. The analysis revealed that lecture and discussion are among the widely used instructional methods in the SSC, ILS, FOE, FOL, FBE, and SISA of AAU. Lecture in isolation, and lecture in combination with other methods of teaching were frequently used in comparison with lecture and discussion together, discussion in isolation, and discussion with other method of teaching. Besides, lecture and discussion together, lecture together with other method of teaching, and discussion with other method of teaching was used in comparable manner. On top of this, instructors do not perceive level of qualification as influential factor in the process of instructional method selection and utilization, though the statistical analysis indicated the other way. Academic rank was perceived as a contributing factor in the process of instructional method selection and utilization. Conversely, however, the statistical analysis didn't tell so. The pedagogical exposure of instructors found to be an influential factor in the process of instructional method selection and utilization; however, the majority of AAU instructors in the above specified disciplines except FOE have no pedagogical Knowledge either via preor in-service training