Browsing by Author "Fanta, Tilahun (PhD)"

Now showing 1 - 11 of 11
  • No Thumbnail Available
    Item
    An Assessment of the Practices of Non Formal Adult Education Programs in Bale Zone of Oromia Regional State
    (Addis Ababa University, 2009-06) Tadesse, Million; Fanta, Tilahun (PhD)
    The general objective of this study was to assess the current practice of NFAE programs and the level of awareness of education officers, supervisors and facilitators towards NFAE programs in Bale zone of Oromia. To achieve this objective, research questions focusing on planning, organization, resource allocation, evaluation and community participation on NFAE programs, understanding of NFAE implementers about modem approaches of NFAE programs were raised. In order to seek answers to the research questions raised, a descriptive survey research methodology was used. Questionnaires for facilitators and supervisors; interview for Zonal and Woreda education officers; and focus group discussion for adult learners; additionally observation checklist and document analysis were used to gather more data for the study. The data collected was analyzed by using percentages, mean and grand mean. As the findings of this study reveals, the emphasis given to the program is low; there is lack of clear understanding on NFAE programs; the organization of the program is weak and the monitoring and evaluation of NFAE programs is low. Thus, based on the findings obtained and the conclusion made, awareness creation for implementers on planning and organizing the program; assigning enough and appropriate resources for the program independently; and establishing sustainable system of monitoring and evaluation of NFAE programs were the major solutions proposed as recommendations for effective and efficient implementation of NFAE programs in Bale Zone.
  • No Thumbnail Available
    Item
    An Evaluation of The Implementation of Grade Eight English Syllabus In Borenazone
    (Addis Ababauniversity, 2007-02) Shirmeka, Fikadu; Fanta, Tilahun (PhD)
    The aim of this study was to evaluate the implementation of grade eight English syllabus in selected primary schools of Borena zone. To this end, six primary schools were selected as sources of information from the eight woredas of th<.: zone. Within these schools, all English teachers of grade eight who are ten in number, all the school directors, and a total of 300 students were taken as actual sources of information. Questionnaires and classroom observation were the data collection instruments used to obtain information from the sources. The result of the study revealed that most of the demands of grade eigh lh English syllabus were not implemented as properly as they were intended to be implemented. Teachers' extent of implementation of the teaching learning activities found to be low. Only those roles and activities that demand from them very little effort and which they accustomed to use like' explaining/lecturing, asking questions, and making students read aloud tend to dominate the classrooms. Besides, the result of the study indicated that the majority of students have favorable interest and positive attitude towards learning English. However, as the findings of the study showed, they are not engaged in various activities, which give them opportunity to use the language. The study also noted that the physical and instructional facilities available in the schools were found to be. less suitable for effective implementation of the syllabus. Many factors were seen to affect the implementation process. The major ones are large class size, absence or inadequacy of in service training, inadequacy of the periods allotted to cover the portion, poor supply of mat rials, and students' background knowledge and language skills. Based on the result of the study, some recommendations were suggested, at least to minimize the problems that were thought to have negative influ nee on the effective implementation of the syllabus
  • No Thumbnail Available
    Item
    Female Enrollment and Retention in TVET Program: Asella and Nekemte TVET Colleges in Focus
    (Addis Ababa University, 2009-06) Buta, Adugna; Fanta, Tilahun (PhD)
    The purpose of this study was to investigate the status of female enrollment and retention in technical and vocational education and training programs in Oromiya Regional state, Asella and Nekemte TVET Colleges in focu s. In order to attain the objectives of the study, a descriptive survey research method was employed to identify the difference between female and male trainees with respect to enrollment and retention on the one hand and to see difference between male and female in choice of study fields in relation to TVET old curriculum which has been implemented since 1994 E.C. Data for the study were obtained from primary and secondary sources. Concerning secondary sources. Relevam books, journals and documents were consulted. In addition, by using stratified sampling 132 female trainee respondents and 20 trainer respondents werc selected. Two colleges were chosen using purposive sampling technique. Information was obtained using questiOlUlaires, interviews and documents. The findin g shown that female enrollment in TVET program of Oromiya Region was 'low'. On the other hand, the discontinuity of female trainees after joining TVET field of studies was found to be low. This implies that female retention rate in technical and vocational education and training institutions was 'high'. Therefore, it is advisable that, in the short term, regional TVET Agency use quota system to ensure female enrollment in different TVET field of studies. Moreover, depending on the economic capacity of the country, TVET institutions should be access ible to the targeted population. Thus, Oromiya TVET Agency and Zonal TVET offices should have a short term and long term plan of opening institutions working together with the community.
  • No Thumbnail Available
    Item
    Mentoring: The Practice and Challenges of Government High Schools of Addis Ababa
    (Addis Ababa University, 2009-06) Beka, Girma; Fanta, Tilahun (PhD)
    The over all functions of education is changing the behavior of the leamers so as to make them playa proactive role in a changing world. The roles will be played if teachers are professionally competent and transmit knowledge, skills and attitudes. To strengthen this competency, the attention given to teachers, particularly to be engaged in men to ring teachers as a mentor and men tee is a basis for their professional development, is promising. Thus, the purpose of this study was to examine systematically the practices and challenges of mentoring in govemment high schools of Addis Ababa. Accordingly, the mojor variables were the Purposes of the mentoring, Practices of mentees and mentors, Orientation and Training on Mentoring, Timing and Frequency of meetings for discu ssions, Judgments of the practices of mentoring, and Challenges/ Barriers of men to ring were the fo cus of the study. In order to achieve the pUlpose of the study, a descriptwe survey method was employed. The study w as conducted in three sub-cities found in Addis Ababa that were selected based on simple random sampling technique . Among 15 h igh schools in these three sub-cities, 8 were selected with stratified random samplll1g techniques. From 8 high schools, all mentees and mentors were selected purposefully. Moreover, 6 officials of sub-cities educational departments (i.e., 2 from each sub-city) and 2 from AAEB were also selected purposefully too. Data were gathered from sample respondents through a s urvey questionnaire, inte rview, and data analysis. The data were analyzed using statistical tools such as frequency count, percentage, mean, and t-test were used for data analysis. The findings of the study revealed that mentees do not have awareness that mentoring program comes out with built team spirit and shared wisdom that pertain cooperation when compared with mentors. As to the practice of relationship, both mentees and mentors have relatively a wide gap to put their expected roles, skills, responsibilities and qualities into practice. In addition, orientation and training given was not adequate, long lasting and continuous, and; timely. On the other hand, the major challenges experienced were poor clarity ' of roles, lack of well experienced expertise regarding mentoring and the absence and mal distribution of hand book and course materials for mentees and mentors. In general, the current practices of mentoring was judged as being less effective in achieving the major objectives that it intended to serve. Therefore, due emphasis should be given on improving the mentoring activities by being proactive toward the success. Moreover, timely, adequate and appropriate orientation and/ or training on mentoring and its elements should be focused on in order to build commitment and team spirit. All the suggestions should be taken as a package and needs joint planning and monitoring and evaluation.
  • No Thumbnail Available
    Item
    The Practice and Challenges of Female Students' School Based Tutorial Program in Selected General Secondary Schools of Kobo Woredas in North Wollo Zone.
    (Addis Ababa University, 2010-06) Asresu, Alemu; Fanta, Tilahun (PhD)
    The purpose of the study was to investigate the practice and challenges of female students school based tutorial program in selected general secondary schools in kobo Wordas No/th Wollo Zone, The method employed was descriptive survey, A total of 301 respondents from the three selected schools, female student parents and woreda education office experts were used as sources of data. The instruments employed were questionnaire, interview, class room observation and documents related to female s tudents' tutorial program, The study reveled that teachers in the sample schools use tutorial program to support female s tudents in their leaming. Female s tudents' tutorial program is not supported by female student parents, Female student p a rents had no meaningful involvement in f emale s tudents' tutorial program, Female students tutorial program is organized by teachers and evaluated by school principals. Woreda Education Offices are not actively involved in female students' tutorial program, School- parent relationship is poor. Female student parents are not happy to send their daughters to the tutorial program. Female s tude nts did not attend tutorial program regularly. Developing strong relations hip between the school and female student parents, evaluation by school principals and woreda education experts of the program, using guide line and creating awareness for female s tudent parents are recommended to improve the practice of school based f emale students tutorial program.
  • No Thumbnail Available
    Item
    Practices and Challenges of Utilizing of Instructional Media in Secondary Schools of Halaba Special Woreda in South Nation Nationality Region
    (Addis Ababa University, 2019-06) Handiso, Solomon; Fanta, Tilahun (PhD)
    The purpose of study was investigated the practices and challenges of utilization of instructional media in secondary schools of Halaba special woreda in south nation nationality region. A descriptive survey design was used. The total sample size of the study respondents from 4 secondary schools 96 teachers and 10 principals . 10 principals were interviewed, and 96 teachers were participated for questionnaire and observation checklist reared for qualitative survey. The analysis of the data revealed that there is a significant practices of instructional media during the class and challenges that discourage teachers from using instructional media. The study found instructional media like electronic media, charts, pictures, models, local teaching materials, real objects, flip charts, globs, maps were used in low extent with 68.8%, 50, 67.7, 62.5,60.4, 64.6, 60.4, 62.5, 56.25, responses rate respectively. Besides this, the knowledge and practice of using instructional media is limited to the usage. Even though the school government and school administration declared planning as utilization of instructional media in this study. The major constraints were low encouragement, lack of commitment, low attention, lack of time, lack of interest, lack of facilitate and lack of material resource. Generally the issue under discussion needs to be improved through training, community sensitization, ,coordination, motivation, experience sharing, and maintaining adequate resources are recommended for the betterment.
  • No Thumbnail Available
    Item
    Practices and Major Challenges of Non Formal Adult Basic Education: in Reference to First Cycle Program Two Sub-Cities in Addis Ababa
    (Addis Ababa University, 2010-06) Abebe, Hirut; Fanta, Tilahun (PhD)
    The pWjJose of the study was to investigate the practices and challenges of non formal adult basic education first cycle program given by city government of Addis Abeba Education Bureau. For the study, two sub cities Bole and Yeka were selected using pWjJosive sampling method. These two sub-cities were selected because they had a large number of learners, facilitators and educational centers in this academic year 2002. Ten centers from the two sub-cities (five from each) and six Kebeles (three ji-om each) were selected using purposive sampling method. A total of 81 respondents participated as a source of dota. 38 adult facilitators, 6 Non Formal Education supel'visors at Kebles, 35 adult learners, one Non Normal Education expert from Addis Ababa Education Bureau, and one Non Formal Education coordinator from Bole sub city were chosen for the study. The data gathering instruments were questionnaire, interview and observation. The questionnaire was given to facilitators and supervisors. The expert, the coordinator and learners were interviewed by the researcher. Observation guideline was prepared and used as a data gathering tools. The actual classroom teaching learning process, the conduciveness of the instructional sellings, and availability of educational support inputs were the major areas of the observation. The major findings were all coments were not relevant to adult learners, facilitators did not use variety of assessment tools and different lIIelhod of instructions, there were shortage of curriculum materials and instructional media in the cenlers, Facilitators did not get enough payment; there were no re5jJonsibie body at centers, The instructional sell ings were conducive yet there were light problem in the classrooms and so on. Based on these findings the following recommendations were forwarded. AAEB and MoE work joimly to revise and distribute texl books sufficiently, AAEB should give priority to fuljill curriculum materials in centers, the government has to allot financial support in the implementation of the program, AAEB should give continuous training to facilitators which is related to facilitating adults were some of the recommendations.
  • No Thumbnail Available
    Item
    Practices of Cooperative learning and its Challenges in primary Schools of Gambella town
    (Addis Ababa University, 2018-06) Chuol, Yiey; Fanta, Tilahun (PhD)
    The major purpose of this study was to explore the practices of cooperative learning and its challenges in two primary schools of Gambella town. Descriptive survey design was chosen by the researcher to conduct the study using qualitative and quantitative approaches. The samples chosen from the primary schools are from those having more concern about the practices and challenges of cooperative learning challenges in the schools for long period of time these were including teachers, school principals, Kebelle social affair workers, six students from grade 5th, eight students from grade 6th, Seven students from grade 7th and seven students from grade 8th. Data gathering tools were FGD, interview, and questionnaires. The study showed cooperative learning was practiced at low level due to large number of students, which make classroom noisy that teachers fail to control.
  • No Thumbnail Available
    Item
    Second Cycle Primary Schools Teachers' Practices of Continuous Assessment in Three Selected Government Primary Schools of Hawasssa
    (Addis Ababa University, 2009-06) Kore, Tewodros; Fanta, Tilahun (PhD)
    The main purpose this study is to assess Second Cycle Primary Schools Teachers' Practices oj Continuous Assessment in Three SeLected Government Primary Schools (Beteleillne[, Hawassa Haile, and Tabol'l oj Hawassa. The subjects in this study were 42 teachers, 120 students and 3 principals being a totaL oj 165 respondents. The pwposive sampling helped the researcher in selecting the sample schools, and in deciding on the number of subjects under study. Using stratified sampling also teachers were chosen to pledge appropriate numbers oj them Jor subsequent dissections and groupings during the analysis oj data. Moreover, Simple random sampling technique was used in the selection of student respondents. The research used quantita tive method so that questionnaire, interview and classroom observation were the main instruments oj data collection. The results oj the study revealed that most q[ teachers had poor understanding on the basic concepts oj continuous assessment in one way or another. The practicality of continuous assessment in the schools was also in question in situation where written tests and quizzes were the most commonly used continuous 'assessment activities used by the teachers. What is more, class size, worle load and uninterested students respectively were the three most frequent challenges that the teachers encountered in practicing continuous assessment. Finally, based on the findings and the conclusions, recommendations were Forwarded.
  • No Thumbnail Available
    Item
    The Status of Continuous Professional Development (Cpd) Program in Government Secondary Schools: The Case of East Wellega Zone
    (Addis Ababa University, 2009-07) Abshale, Agaftana; Fanta, Tilahun (PhD)
    The main purpose of this study was to assess the status of CPD program in secondary schools of East Wellega Zone. To realize this purpose, four research questions regarding perceptions, strength, hindering factors and what to be done on CPD were asked. To address these questions, the descriptive survey method was employed and 6 secondary schools were selected using simple random sampling and 128 teachers were selected using stratified sampling techniques in proportion with sex, age, experiences and qualification. Department heads, vice principals and principals were selected using availability base and experts in zone and wereda were selected by purposive sample technique. To collect primary data questionnaire and interview were used. The quantitative data were first tallied, organized and tabulated and then analyzed using percentage, and mean. The qualitative data were analyzed as they were understood by the researcher and as they were expressed by the respondents. The result of the data analysis and interpretation indicate that the assistances given to teachers on program were very low. The follow up system was very poor. The attention given by the concerned body to the program were affected the attitudes of teachers practicing CPD activities negatively. Furthermore, the procedures of its practice varied f rom place to place or from group to group in the school. Therefore, CPD was not practiced uniformly. The effects of the program were so tentative and that it lacked continuity. The major factors that greatly hampered the effectiveness of CPD program were, of many others, lack of assistances in terms of technical and materials lack of incentives, absence of responsible body at school level. Of the many recommendations suggested, assigning resourceful person at school and giving continuous assistances and followup for teachers were found to be critical.
  • No Thumbnail Available
    Item
    The Status of Continuous Professional Development (Cpd) Program in Government Secondary Schools: The Case of East Wellega Zone
    (Addis Ababa University, 2009-07) Etana, Aga; Fanta, Tilahun (PhD)
    The main purpose of this study was to assess the status of CPD program in secondary schools of East Wellega Zone. To realize this purpose, four research ques tions regarding perceptions, strength, hindering factors and what to be done on CPD were as ked. To address these questions, the descriptive survey method was employed and 6 secondary schools were selected using simple random sampling and 128 teachers were selected using stratified sampling techniques in proportion with sex, age, experiences and qualification. Department heads, vice principals and principals were selected using availability base and experts in zone and wereda were selected by purposive sample technique. To collect primary data questionnaire and interview were used. The quantitative data were first tallied, organized and tabulated and then analyzed using percentage, and mean. The qualitative data we re analyzed as they were understood by the researcher and as they were expressed by the respondents. The result of the data analysis and interpretation indicate that the assistances given to teachers on program were very low. The follow up system was very poor. The attention given by the concerned body to the program were affected the attitudes of teachers practicing CPD activities negatively. Furthermore, the procedures of its practice varied from place to place or from group to group in the school. Therefore, CPD was not practiced uniformly. The effects of the program were so tentative and that it lacked continuity. The major factors that greatly hampered the effectiveness of CPD program were, of many others, lack of assistances in terms of technical and materials lack of incentives, absence of responsible body at school level. Of the many recommendations suggested, assigning resourceful person at school and giving continuous assistances and followup for teachers were found to be critical.