Browsing by Author "Gutema, Girma"

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    The Implementation of Outcomes Based Teaching and Learning at Misrak Technical-Vocational Education and Training College
    (Addis Ababa Univerisity, 2013-06) Gutema, Girma; Yimam, Wossenu(PhD)
    The main purpose of this study was to assess the implementation of Outcomes Based Teaching and Learning at Misrak Technical-Vocational Education and Training College. In order to meet the objectives of the study, a survey design employed. From the total population of 142 teachers and 698 students (level I-V of second and third year of 2004 E.C entry only), 85 (60%) teachers and 220 (60%) students selected using stratified sampling technique for this study. From 6 department heads, 4 department heads, 4 section heads and the vice dean of the college selected purposefully due to the number of the occupational title they contain under their categories. Questionnaires and interview used for collecting data. The questionnaires piloted and checked for their reliability (Cronbach's Alpha 0.892). Documents were also analyzed to supplement the data. The data obtained through the questionnaires analyzed using frequency, percentages, mean, standard deviations, and t-tests. Cohen’s d guidelines for determining the effect size measure used to make the analysis clear. The information obtained through open-ended questions and the interviews were qualitatively analyzed to supplement the quantitative data. The findings revealed the level of teachers’ and students’ understanding of OBTL is very low. So, it is difficult to determine how the teachers accommodate premises and principles of OBTL in their class room practices. Furthermore, the issue of unsuccessful student’s certification and competent on the basis of achieving intended exit graduate outcomes during the Occupational competency assessment resulted from different problems. As the study finding revealed, from Students/trainees themselves, Trainers/teachers, Materials, Managements, Industry, and Assessor need the attention. In addition to these, low understanding of OBTL and practices, Teaching and learning activities, delivery systems, effectiveness of teaching practice, aligned curriculum to students desired outcomes changing in short time, assessment task, lack of good leadership of the college, insufficient of training facility and availability of resource are the core problems for students success and implementation of OBTL .In order to achieve the required knowledge, skills, attitude and demonstrate the intended outcomes during the Occupational competency assessment and at workplace, the trainers need to focus on how well learners achieve the intended learning outcomes(ILO), Teaching and learning activity(TLA) to stimulate, encourage or facilitates the ILO, An Assessment Task (AT) and the alignment of model curriculum they use.
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    The Implementation of Outcomes Based Teaching and Learning at Misrak Technical-Vocational Education and Training College
    (Addis Ababa University, 2013-06) Gutema, Girma; Yimam, Wossenu (PhD)
    The main purpose of Ihis sllldy was 10 assess Ihe illlplementation of Outcomes Based Teaching and Learning al Misrak Technical- Vocalional Educalion Gnd Training College. In order 10 lIIeel Ihe objectives of the sllIdy, a survey design employed. From Ihe lolal populalion of 142 leachers and 698 sludenls (level J-V of second and Ihird year of 2004 E. C enlry onl)~, 85 (60%) leachers and 220 (60%) studenls selecled using slrali)ied sampling lechnique jor tilis slUdy. From 6 department heads, 4 deparlment heads, 4 section heads and Ihe vice dean of Ihe college selecled pllljJosejidly due 10 Ihe number of the occupational title they contain under their categories. Questionnaires and interview used for collecling data. The queslionnaires piloled and checkedfor Iheir reliabilily (Cronbach's Alpha 0.892). Documenls were also analyzed to supplement the data. The data oblained Ihrough Ihe questionnaires analyzed using Feqllency, percentages, mean, slandard devialions, and I-Iesls. Cohen's d guidelines for delermining Ihe effect size measure lIsed 10 make the analysis clear. The informalion oblained through open-ended questions and the interviews were qualitatively analyzed to supplementlhe quantitative data. The findings revealed Ihe level of leachers ' and sludenls' understanding of OBTL is velY low. So, il is difficuillo delermine how Ihe leachers accommodale premises and principles of OBn in Iheir class room praclices. Furth ermore, 'he issue of unsuccessful sludenl's cerlification and compel en I on the basis of achieving intended exit graduate outcomes during the Occupational competency assessment resulted/rom differenl probleills. As Ihe sllldv jinding revealed, Fom SIUdenls/lrainees Ihemselves, Trainers/leachers, iV/aterials, Managements, JndllsOy, and Assessor need the allelllion. In addilion 10 Ihese, low IInderstanding ofOBTL and praclices. Tea ching and learning activilies. delivery syslems, e/j(xliveness of teaching practice, aligned curriculum to students desired Olltcomes changing il7 shOl'l time, assessment lask, lack of good leadership of Ihe college, insuffi cienl of lraining jilcilily and availabililY of resource are the core problems ./01' studellts Slfccess and implementation of OBTL .In order to achieve the required knowledge, skills, altitude and demonstrate the illtended outcomes during the Occupational competency assessment alld at workplace, the traillers need to foclls all how well learners achieve the inlended learning ollfcomes(lLO), Teaching and learning aCli vily(TLA) 10 srimulale. encollrage or jCicilitales rhe ILo. An Assesslll enl Task (AT) and Ihe alignmelll ofillodel cnrriclllllllllhey lise.
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    The Implementation of Outcomes Based Teaching and Learning at Misrak Technical-Vocational Education and Training College
    (Addis Ababa University, 2013-06) Gutema, Girma; Yimam, Wossenu (PhD)
    The main purpose of this study was to assess the implementation of Outcomes Based Teaching and Learning at Misrak Technical-Vocational Education and Training College. In order to meet the objectives of the study, a survey design employed. From the total population of 142 teachers and 698 students (level I-V of second and third year of 2004 E.C entry only), 85 (60%) teachers and 220 (60%) students selected using stratified sampling technique for this study. From 6 department heads, 4 department heads, 4 section heads and the vice dean of the college selected purposefully due to the number of the occupational title they contain under their categories. Questionnaires and interview used for collecting data. The questionnaires piloted and checked for their reliability (Cronbach's Alpha 0.892). Documents were also analyzed to supplement the data. The data obtained through the questionnaires analyzed using frequency, percentages, mean, standard deviations, and t-tests. Cohen’s d guidelines for determining the effect size measure used to make the analysis clear. The information obtained through open-ended questions and the interviews were qualitatively analyzed to supplement the quantitative data. The findings revealed the level of teachers’ and students’ understanding of OBTL is very low. So, it is difficult to determine how the teachers accommodate premises and principles of OBTL in their class room practices. Furthermore, the issue of unsuccessful student’s certification and competent on the basis of achieving intended exit graduate outcomes during the Occupational competency assessment resulted from different problems. As the study finding revealed, from Students/trainees themselves, Trainers/teachers, Materials, Managements, Industry, and Assessor need the attention. In addition to these, low understanding of OBTL and practices, Teaching and learning activities, delivery systems, effectiveness of teaching practice, aligned curriculum to students desired outcomes changing in short time, assessment task, lack of good leadership of the college, insufficient of training facility and availability of resource are the core problems for students success and implementation of OBTL .In order to achieve the required knowledge, skills, attitude and demonstrate the intended outcomes during the Occupational competency assessment and at workplace, the trainers need to focus on how well learners achieve the intended learning outcomes(ILO), Teaching and learning activity(TLA) to stimulate, encourage or facilitates the ILO, An Assessment Task (AT) and the alignment of model curriculum they use