Browsing by Author "Getachew Robo"

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    The Nexus between Diversity Management and Cooperative Learning in Technical and Vocational Education and Training Institutions of Southwest Ethiopia People’s Region
    (Addis Ababa University, 2024-05) Getachew Robo; Befekadu Zeleke (Ass. Prof.)
    In a healthy interactive classroom situation managing ethnically, linguistically and religiously diverse learners work better with the implementation of cooperative learning. This study investigated the relationship between students’ diversity management and cooperative learning applications in Technical and Vocational Colleges in Southwest Ethiopia. A mixed research methodology, specifically a sequential explanatory mixed methods design, was employed to carry out the research investigation. The empirical data were collected from 458 trainees, 181 trainers, and 20 educational officials using questionnaires and in-depth interviews respectively. Two standardized questionnaires, such as the students’ diversity management questionnaire and the Cooperative Learning Application Scale (CLAS), were adapted (modified) and administered to collect data. The quantitative data was analyzed by using both descriptive and inferential statistics. The inferential statistics were employed by using IBM SPSS Amos 23 and descriptive statistics by using SPSS version 23. The qualitative data was analyzed by using the narrative analysis method. It was found that trainees have more positive perceptions of students' diversity management in the application of cooperative learning than do trainers. The implementation of cooperative learning was found to be highly influenced by student diversity management. The results of the study also revealed that students’ diversity management significantly predicted cooperative learning application (b = .668, t (639) = 26.315, p < .001). Students’ diversity management also explained a significant proportion (52.10%) of variance in cooperative learning application, R2 = .521, F (1, 635) = 692.502, p < .001. Cross group interaction has a mediating role between student diversity management and cooperative learning. In conclusion, escalating the effectiveness of student diversity management increases the effectiveness of the implementation of cooperative learning by enhancing cross-group interaction. When cross-group interaction is cooperative, it maximizes learning outcomes, enhances academic accomplishment, and develops interpersonal communication skills. The researcher recommends a future study be conducted on the direct effect of student diversity management on cross group interaction. Keywords: diversity management, cross-group interaction, cooperative learning, perception, mediation, direct effect, indirect effect