Browsing by Author "Eshete, Akalewold (Associate Professor)"

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    Assessment of Chemistry Laboratory practical courses: The case of Kotebe College of Teacher Education
    (Addis Ababa University, 2011-06) Merhatsidk, Hawaria; Eshete, Akalewold (Associate Professor)
    The general objective of this slUdy was to investigate and describe the awareness, altiludes and practice of assessment of laboratolY courses in chemistry subject at KeT£. For this end, descriptive survey design was employed. Available sampling methods were used f or students, laboratmy assistances and laboratmy manuals. Systematic random sampling was used for instructors, laboratmy session observation and sample question papers. The data collected using available and systematic random sampling methods was presented numerically in a descriptive and narrative form. This was followed by the researcher 's analysis and interpretation. The finding of this research suggests that the awareness and allitudes of instructors, laboratmy assistances and students regarding assessment of laboratory practical courses was low. And also, the practice of assessment of laboratory courses in chemistlY subject was in danger. To site some, majority of the students (90. 2%) and surprisingly, (10.0.%) of students did not prefer to be assessed with different assessment techniques and preferred to be assessed after laboratory session respectively. Majority of instructors and laboratory assistances (80.. 5%) did not give feed back for their students. Further more, instructors did not conduct laboratory practical assessment. This was due to lack of instructional materials, work load and number of students per laboratmy session as reported by both the instructors and the laboratmy assistance. Therefore, the assessment system of chemistry laboratory practical courses is in crisis. The demands of the 1994 ETP in relation to science curricula will not be met. Thus, science as practical subject or as a means of solving problems needs a drastic change. Therefore, its assessment need concrete effort of those who involved in the education sector. Finally, it also recommended that cuncerned bodies of the college should prepare onjob training on assessment of laboratory practical course and avoid the hindrancefactorsfor implementation of LPA.
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    An Assessment of the Participation of the Chemical Society of Ethiopia (Cse) in the Secondary School Chemistry Curriculum Development Processes
    (Addis Ababa University, 2008-06) Assefa, Anteneh; Eshete, Akalewold (Associate Professor)
    The purposes of this study were to assess the participation of the Chemical Society of Ethiopian (CSE) in the secondary school Chemistry curriculum development processes; and to identify the factors that impede the participation of CSE in these processes. Instruments used to collect data were questionnaire, interview and document analysis. Forty two members of CSE who were selected by available sampling technique involved in the study. The collected data were analyzed both qualitatively and quantitatively using percentage and mean value. The outcome of the analysis reveal that the participation of the CSE in Chemistry curriculum planning, implementation and evaluation processes was insignificant, except performing limited activities which could be useful to support the implementation of the curriculum. The major identified factors that impede the participation of CSE in the curriculum planning, implementation and evaluation processes were the financial problem; lack of commitment of the executive committee and members of CSE to participate in the planning, implementation and evaluation; the absence of considerable communication between CSE and the government bodies like schools, Regional Education Bureau and ICDR; and CSE was not considered as potential source of information by ICDR and other concerned bodies. Finally, constructive recommendations were suggested to improve the participation of CSE in curriculum planning, implementation and evaluation processes.
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    Community Participation for Improving Access in Primary Education: the Case of Hadiya Zone /SNNPR
    (Addis Ababa University, 2007-07) Digga, Negash; Eshete, Akalewold (Associate Professor)
    The main objective of this study was to investigate the status 0/ community particlj7ation in improving access in education with particular re/erence to the primary education ofl fadiya ZoneISNNPR. To conduct the research a descriptive survey type of the research method was employed. Using the purposive sampling technique, jour woredas were selectedJrom the zone administration. This technique was used for the convenience of access to areas. K/~' 77], WI:.:TB members and zone education department management members were used as source of data in the study. Questionnaire, interview and document analysis were used to collect the necesswy data. /Jata obtained through questionnaires were quantitatively described, interpreted and analyzed through percentage while injormation obtained through interview was qualitatively described to support quantitative data. As the findings 0/ the study indicated that: The majority 0/ the local community contributes different in puts to schools, KETB and WliTlJ members do not always discuss with the local community in promoting and enhancing education access, lack of awareness 0/ community in participation, lack of communication transparency between the concerned bodies and community, participation level of KETB and WETB members in school activities are not very high. Therefore, to solve the problems in each levels, the authority in zone and Woreda levels have to follow up and provide technical and administrative support f or the community in general and boards in particular.
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    Factors Affecting Implementation of Continuous Assessment In Some Selected Second Cycle Primary School of Kirkos Sub City, Addis Ababa.
    (Addis Ababa University, 2014-10) Kinfe, Mequanent; Eshete, Akalewold (Associate Professor)
    The purpose of this study was to explore understanding of teachers continuous assessment , the practice of implementing Continuous assessment and factors affecting implementation of continuous assessment and about challenges of implementing continuous assessment. To address these objectives, descriptive surrey research method was employed. The subjects in this study were teachers and directors in the second cycle primary schools. Using availability sampling techniques for directors and simple random methods for teachers from six second cycle primary schools were taken. To analyze the collected data, both Quantitative and qualitative methods were used. The results revealed that teachers in the sample schools reflected two different perceptions regarding continuous assessment. Moreover, the findings indicated that continuous assessment has not been fully practiced in the second cycle primary schools yet as desired for a number of problems. The study also found that large class size, weak follow up, support and feedback system on the implementation of learners’, lack of training opportunity for teachers and supervisors were the major challenges of continuous assessment. To overcome this problem of continuous assessment, on the job training, adequate and updated manuals, advanced follow up, support and immediate feedback on the learners , implementation continuous assessment were suggested solutions to the proper implementation of continuous assessment.
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    The Implementation of Extra Learning In Opportunities Industrialization Center-Ethiopia: a case study.
    (Addis Ababa University, 2008-02) Elias, Ermiyas; Eshete, Akalewold (Associate Professor)
    This study aimed at investigating the implementation of extra learning program in the OICE, which is establi shed at Bole Michel center in Bole-sub-city, Addis Ababa city administration. To this end, 46 participants of the center, 2 facilita tors and the branch head of the set up were included in to the study by taking two schools (Ayeramba Junior Schools and Bole Secondary School) as a case of study. Qu estionnaire and unstructured in terview were used to secure the n ecessary data from these sources. The research was conducted by a pplying a case study by taking two schools as a subject of study and the study used questionnaire s , interviews, observation and documen t analysis as an instrument of da ta collection. The result indicated that the participan t students seem to be satisfied with the program at which they have got in the center. They could s trengthen their formal school learning's by this supportive tutor or computer aided instructor. The result further indicated that the EL participants were least satisfied by its far distant location of the center from most beneficiary ma s ses. Since this program is being facilitated in controlled by the OICE set up without sharing to other organiza tion, these have made the center in accessible to the masses in adequately and properly as the big mission of the program. It was also found out that teach ers had the vIew that the nature of extra learning program implemen ted by th e set up were significant for their professional support and to be skillfu l in life. These skills were s ignificantly related to the studen t's satis faction with the cen ter in positive direction. Further examina tion of some of the factors tha t influ ence its effectiveness which migh t have influen ced the implementa tion of the program students gave a bout their thinking was al s o ma de clear. At least possible solution s were al so forwarded depending on the findings.
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    Practices and Problems of Implementing School Improvement Progran: The Case of Primary Schoolsin South East Zone of Tigray Regional National State
    (Addis Ababa University, 2011-04) Kassa, Kalayou; Eshete, Akalewold (Associate Professor)
    The purpose oj this study was to assess the practices and problems oj implementing school improvement program in second cycle primary schools oj South East Zone oj Tigray Regional National State. To accomplish this purpose, the study employed a descriptive survey method. South East Zone has Jour woredas. Out oj these woredas, three woredas, namely Seharti Samre, Enderta and Hintalo Wejerat were randomly selected to have an equal chance oj being selected. Thus, two primary schools from woreda Seharti Samre, three primary schools Jrom Enderat and Jour primary schools from Rintalo wajerat, that is, a total oj nine second cycle primary schools were selected using random sampling technique. In addition, 108(82%) school teachers using stratified random sampling able to get more precise inJormation; 36(44%) Parent Teacher Student Association (PTSA) members using purposive sampling; 180(4%) oj students with the possible inclusion oj both sexes were selected purposefUlly Jrom each second cycle primary schools and grade levels who made school self-evaluation and since these students understand the questionnaire to reply and 6 cluster school supervisors and 6 woredas supervisors were selected using purposive sampling. The data gathering instruments included questionnaires, interviews, document reviews and observation oj classrooms and school environments. Data obtained through questionnaires were quantitatively described and interpreted using ji-equency counts, percentages, mean values and chi-square tests. The result oj the study indicated that: the school improvement program during its preparation was lack oj awareness or clear understanding with relative weighted mean value oj 2.92; the practices oj school improvement domains have been implemented moderatly in line with the school improvement program Jramework based on each perJormance indicators with relative weighted mean values oj 3.52 (except school community involvement domain with relative weighted mean oj 3.18, which is near to the average values); considerable number oj activities Jor school improvement conditions lack the necessary awareness about their practices; and majority oj problems encountered in implementing school improvement activities had been negatively affect the school improvement program with relative weighted mean values oj 2.51. Furthermore, it can be concluded that there is lack oj clear understanding in implementing oj school improvement domains; low involvement or commitment oj school communities and stakeholders and poor system oj monitoring and evaluation mechanism hinder proper implementation oj school improvement program. Finally, it is recommended that the regional education bureau, the woreda education office in collaboration with NGOs, universities and colleges need to take wise decision making to provide long and short term trainings to enhance the practice oj school improvement program and schools should also provide short term trainings and experience sharing activities. Besides, school leaders and supervisors collaboration with school teachers should exert maximum effort in providing effective learning outcomes.
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    The State of Practical Work Implementation in Biology in Some Upper Primary School of Selected Woredas in Bench- Maji Zone
    (Addis Ababa University, 2008) Sutuma, Olani; Eshete, Akalewold (Associate Professor)
    Practical work method considered to be an essentials ways of teaching science and educators have suggested the many benefits accrue from engaging students in science practical activities, even though a number of factors influences its effective implementation. The purpose of this study was to determine the state of practical work implementation and factors impeding the activity in teaching biology in this line it focuses on the, significance of practical works, magnitude of use, types of practical activities and factors hindering its implementation. The study was conducted in eight selected upper primary schools in three woredas and one town administration Bench - Maji Zone of SNNPR. In order to carry out this study the researcher has employed the descriptive survey method. For the study the woredas with relatively accessible were identified using purposive sampling techniques. Data were collected from the schools which were selected by non-random proportional stratified sampling procedure according to the number of upper primary schools in each woreda. Accordingly,139 seventh grade and 128 eighth grade students were also selected using the same procedure and systematic technique for representatives. A total of 31 teachers were taken purposefully. In regarding the data from the respondents, questionnaires consisting of 14 and 24 items for students and teachers respectively were used. To validate the data, interview questions of 9 and SO items respectively were used in to three selected schools. The data collected were analyzed and interpreted in series of table using percentage scores. Accordingly, the majority of respondents have confirmed that, practical work method is rarely employed or put into practice. In this study, the current state of practical work in eight upper primary schools was found to be very poor and in the spiral of traditional approaches that have greater emphases on recall of knowledge and understanding of contents. Based on the finding, suggestions for the possible solution are recommended.
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    The Status of Environmental Education in Selected Second Cycle Primary Schools of Arsi Zone
    (Addis Ababa University, 2008-07) Woliyekawo, Juneydi; Eshete, Akalewold (Associate Professor)
    The purpose of this study was to assess the integration of EE in to Geography and Biology Curriculum Guides and Student 's Textbooks and the factors hindering the proper implementation of EE in selected Second Cycle Primary Schools of Arsi Zone. In doing so, an attempt was made to analyze the curricula materials for integration of EE objectives, contents and teaching methods through content analysis. Besides, teachers' and students' knowledge and attitude regarding environmental co ncerns were examined by using descriptive survey. The subjects included were 300 students and 32 teachers from 10 primary schools of the zone. Moreover, focus group discussion was conducted in a school on causes, nature and possible solutions of the major environmental problems. Interviews were also held with regional education bureau curriculum experts and zonal natural resource protection experts. The quantitative data were analyzed using frequencies and percentages. The result of the s tudy showed that EE objectives, con tents and teaching methods were not adequately integrated. Besides, lack of refresher trainings and curricula materials were found to be the main factors hindering the proper implementation of EE in the respectiv e primary schools. The study revealed that teachers and students have positive attitudes towards conservation of resources. None th eless, their practical activities of environmen tal protection in the schools were found to be low. Based on these findings, it was recommended that offering refresher trainings and motivating the subject teach ers for environmental protection and integrating EE in to different subjects, typically Geography and Biology is vital to develop students' environmental knowledge, skill, attitude and participation.
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    Successes, Challenges and Prospects to Achieve Upe in Benishangul Gumuz Region: The Case of Agro-Pastoralist Gumuz Community Children
    (Addis Ababa University, 2009-06) Diblssa, Negusie; Eshete, Akalewold (Associate Professor)
    The purpose of this study was to examine the major success, challenges and prospects in achieving the target of UPE in the agro-pastoralist areas of BenishangulGumuz Region of Metekel zone . Based on this, analyzing the status of primary education with respect to the Agro-pastoralist Gumuz localities is very important to decide up on the future goals which are intended to meet the target at the year 2015. Particularly to provide primary education to all children of the official school admission age, evaluating the challenging factors and identifying the cause for prevailing problem and suggesting the possible strategies to alleviate the problems enables to achieve the UPE target. The research design employed in this study was descriptive survey. Apart from consultation of relevant documents from different source, data were gathered from 305 Gumuz students, 86 teachers, 15 school principals, 21 REB, zone and woreda educational experts and officials, 21 PTA members 12 Gumuz community elders and 15 KETB teams. The data collected was analyzed using some statistical tools like percentage, mean and chi-square test . The data from documentary analYSis indicated that the educational status of AgroPastoralist Gumuz children participation in primary school is extremely low. This indicated that there were challenging factors for the Agro-pastoralist Gumuz localities to achieve the target of UPE. Based on this finding, school related and out-of-school related constraints were assessed to identify the challenging factors. The school related challenges like irrelevance of curriculum, inappropriate medium of instruction, shortage of student text book, absence of upper primary (5-8) school have been identified as major challenges that hinder the achievement of UPE. The out-of-school challenging factors were further categorized as socio-economic, socio-cultural and socio-climatic problems. The socio-economic constraints like low parental income, high demand of child labor by their parents, distance from home to school and lack of awareness of Gumuz parents about the value of education were found to be the major barriers to the educational involvement of the Agro-pastoralist Gumuz children. Moreover, sociocultural constraints like existence of exchanging Gumuz females to get wife for her brother, lack of educated role model, and lack of awareness of Gumuz parents about the value of girls' education were also found to be the major barriers to educational participation of the agro-pastoralist Gumuz children. Furthermore, socio-climatic constrains like the impact of malaria on the students health were found as a major problem . Hence, it is concluded that in most cases there was challenges that hinder the involvement of Agro-pastoralist Gumuz children in primary schools which was a function of school related, Socio-economic, socio-cultural and socio-climatic constraints, which altogether indicated as there were challenges in achieving UPE particularly in the agropastoralists localities and generally in the region. Depending on this findings the recommendation made for addressing the challenges are upgrading the existing schools, using the non-formal approach, using resettlement program, realizing awareness and advocacy program, using boarding school, school feeding program and using alternative basic education .