Browsing by Author "Gamessa, Girma"

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    Evaluation of the Secondary Preparatory School Program As Compared to Freshman Program. The Case of Aau And Addis Ababa Secondary Preparatory Schools.
    (Addis Ababa University, 2014-06) Gamessa, Girma; Dufera, Dribssa (PhD)
    This study evaluated the extent to which the preparatory school program can substitute the freshman program. It also explored significant differences between the preparatory program and the fresh man program in putting into effect the objectives of the program. The study designed in line of evaluation research through which descriptive research methods employed, to this end discrepancy model is used. Data is collected from six faculties of AAU and four secondary preparatOlY schools. Accordingly 327 preparatory origin university students, 34 university instructors, 183 preparatory school students, 67 preparatory school teachers, and one official from ministry of education. A total of 616(94. 7% of the intended) respondents were involved in the study. Appropriate statistical tools like percentage, one sampled t-tesl and ANOVA were used to determine Ihe significance difference between the preparalory school program and fresh man program. Beside, Ihese slalistical results fleshed by qualitative discussion of the data oblained through inlerview, indirect observation and openended ilems provided in line with Ihe questionnaire. The resull of Ihe sludy indicated Ihal the freshman program is significantly differenl from the preparatOlY program. First, Ihe university teachers those who were giving Ihe freshman program are by far better than the preparatory school teachers. The over all performance of leachers in both schools wilh mean values (4.04 and 3.98) for university and preparalory school teachers respeclively show significant difference and ensures as the formers one are by far beller Ihan their counter pari. Second, the facililies and services put at Ihe disposal of Ihe students and in turn for the success of Ihe program are significantly different. The mean values (2.10 and 1.96) for university and preparalory indicated a significanl difference among Ihese two schools. The Fvalue (5.20) ensured its significant difference at P-:;0.05 critical value, even, in preparalory schools Ihe available facililies and services are not handled properly and used effectively as opposed to its counter part. As a result of the previous two issues the preparation of Ihe students in preparalory schools were and/or are nol significanl. Allhough the result of Ihe self- perceived competence is above the test value, the response of the university leachers (rated below Ihe test value), preparatory school direclors and teachers are to the contrOly. Even Ihe sludents Ihem selves al times describe their preparalion as it is inadequale because of Ihe absence of competent teachers and lack of facililies and services pul at their disposal. In conclusion, the preparalion that students have made in preparatory schools is not up to the standard and as a resull il is difficull 10 say the preparalory school program could subslitute the fresh man program. Thus, it is possible to recommend Ihat the competency level of leachers in preparalOlY school program should be enhanced; schools musl be enriched with the required facilities and services and must develop the habit of carrying out praclical activilies. Lasl but not leasl, crealing awareness among sludents to be compelenl enough and successful in their future career is a must.
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    Evaluation of The Secondary Preparatory School Program As Compared To Freshman Program. The Case of Addis Ababa University And Addis Ababa Secondary Preparatory Schools
    (Addis Ababauniversity, 2004-06) Gamessa, Girma; Dufera, Dribssa (PhD)
    This study evaluated the extent to which whether the preparatory school program might substitute the freshman program or not. It also explored significant differences between the preparatory program and the fresh man program in putting into effect the objectives of the prograrn. The study designed in line of evaluation research through which descriptive survey research methods is employed,' to this end discrepancy evaluation model was used Data is collected from six faculties of AA U and four secondary preparatory schools. The samples were selected randomly and based on its availability. Accordingly 327 preparatory origin university students, 34 university instructors, 183 preparatory school students, 67 preparatory school teachers, and one official from ministry of education (a total of 616(94.7% of the intended) respondents were involved in the study. In addition, 400 students GPA were used for their academic performance analysis. Appropriate statistical tools like percentage,' one sampled t-test and ANOVA are used to determine the significance difference between the preparatory school program and fre sh man program. Besides, these statistical results are fleshed by qualitative discussion of the data obtained through interview, direct observation and open-ended items provided in line with the questionnaire. The result of the study indicated that the freshman program students' academic performance is significantly different from the preparatory program ones. Moreover, the university teachers those who were giving the freshman program are by far better than the preparatory school teachers. The over all performance of teachers in both schools with mean values (4.04 and 3.98) for university and preparatory school teachers respectively show a significant difference and ensured as the formers one are by far better than their counter parts. Besides, the facilities and services put at the disposal of the students and in turn for the success of the program are significantly different. The mean values (2.10 and 1.96) for university and preparatory indicates a significant difference between these two schools. The F-value (5.20) ensures its significant difference at P<0.05 critical value, even, in preparatory schools the available facilities and services are not handled properly and used effectively as opposed to its counter part. As a result of the above three issues the preparation of the students in preparatory schools were and/or are not significant. The result of the self- perceived competence is above the test value, however, the response of the university teachers (rated below the test value), preparatory school directors and teachers also share the response of university teachers. Even the students them selves at times describe their preparation, as it was inadequate because of the absence of competent teachers and lack of facilities and services put at their disposal. In conclusion, the preparation that students have made in preparatory schools is not up to the freshman does and as a result it is difficult to say the preparatory school program could substitute the fresh man program. Thus, it is possible to recommend that the competency level of teachers in preparatory school program should be enhanced; schools must be enriched with the required fac ilities and services,' and must develop the habit of carrying out practical activities. Last bur not least, creating awareness among students to be competent enough and successful in their future career is a must