Browsing by Author "Hagos, Belay"

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    Challenges and Opportunities of Students With Vision Impairment In Using ICT: The Case of Selected Preparatory Schools, Departments and Faculty of Addis Ababa University
    (Addis Ababa University, 2011-06) Agonafir, Alemayehu; Hagos, Belay
    Information and communication technology influences various sectors including education. Today it becomes meaningless to produce students who are ICT illiterates and most professions require lCT graduates. Due to this, the education sector of almost all countries have made attempts to incorporate lCT courses in their curriculum. In Ethiopia this Information and Communication Technology course is given as an introduction for most college and university students. It is also given for all students in the preparatory schools. printed the course book in ink for grade 11 and 12. There were many students with vision impairment who were attending their classes in these universities and preparatory schools. The central aim of this study is to investigate the challenges and opportunities of students with vision impairment using 1CT The participants of the study 154. were students with vision impairment who attended and are attending the 1CT course in the Minilik II preparatory school. Yekatit 12 preparatory school and six departments (Amharic. English. Afan Ommo, Sociology, PSIR, History) and faculty 0/ law 0/ the Addis Ababa University. The other participants. 18, were lCT teachers, School Administrators/ department heads, and Education professionals/experts. The data were collected using questionnaire. interview. and focus group discussions. To analyze this data. qualitative and quantitative methods were used. As the findings, there was little awareness on ICT course in the selected sites. ICT course was not given for department of Amharic, English, Afan Oromo, PSIR and History. The first, second and third year students with vision impairment at department of Sociology and Faculty of Law had not take the course. Bur there were some students with vision impairment who had take the course from the department of sociology and faculty of Low. In addition. students with l'ision impairment in the Minilik If and Yekatit 12 preparatory schools did not take the course. Concerning the attitude of teachers. there were negative attitudes on lCT course related to students with vision impairment. This creates negative feeling on most 0/ students with vision impairment that they are not equal with the Sighted students. They explained their discontent for not taking lCT course. because they feel that they are far from the technology. Moreover. it makes them feel behind the time and not to be users of technology and increased their dependency on use personal reader and writer for every educational support. Due to this there were no practice of 1CT course for most of the students. Majority 0/ these students with vision impairment also did not have support system of hardware, software, transcribed lCT hooks of Braille. audio and large print On the other hand. the Ministry of Education did not adapt and transcribe the ICT ink book into brad. large print and audio for the use of students with vision impairment. This shows that the Ministry of education which announced the inclusive policy. contradict it self excluded the needs of students with vision impairment ICT course should be given or' students with vision impairment fulfilling the necessary hardware. software and other accessibilities for the need of the students so as to make the visual/v impaired students producti1'e citizens.
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    Relations between Locus of Control and Academic Achievement: an Adaptation of a Mea Sure of Locus of Control
    (Addis Ababa University, 1996-06) Hagos, Belay; Yimer, Makonnen (phD)
    Using an Amharic version of the CNSIE (Children's Nowicki-Strickland Internal-External Locus of Control Scale ) , 360 4th through 12th graders (186 of which were males and 174 females) were randomly selected and studied . Following the pilot study, during which the instrument was tested and refined, the main study was launched . In both the pilot and the main studies, the effect of a socially desirable response bias was observed to be minimum . The purpose of this study was to test whether or not locus of control (i) develops with age, (ii) differs for males and females of the same age, and (iii) relates to academic achievement. Furthermore, family factors affecting locus of control were assessed and cross cul tural comparisons were made. Results showed that internality orientation (i) progresses wi th an increase in age or grade level, (ii) does not differ for males and females of the same age, and (iii) positively relates to higher academic achievement. Also, more internals perceived their parents as authoritative and more externals reported their parents as authoritarian. Mo~eover, Eighth graders considered luck, wish, and forcune telling circumstances as posi tive attributes associated wi th good consequences which comparable American subjects did not believe. Results were explained and implications forwarded