Browsing by Author "Jebessa, Firdissa"
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Item Action Research Practices in Teaching English as aForeign Language in Ethiopian Universities: Implications for Quality Language Teaching(Addis Ababa University, 2010-07) Jebessa, Firdissa; Kebede, Seime (PhD); Bogale, Berhaltu(PhD)This study intended to investigate the extent to which EFL teachers in Ethiopian public universities know and practice act jon research to bring change and betterment of their practices and the quality of student learning. To this end, EFL teachers' action research knowledge, practice, change, environment; and perceived roles of action research for quality teaching have been addressed. lnasmuch as the English language is the medium of inSlnlction at uni versit ies in Ethiopia, and action research is catalyst for enhancing quality teaching and learning; linking and addressing the two epitomize the pragmatic assumption that it is whatever actually happens in the classroom that really makes a difference to the quality of student learning. The assumption is lUlderpinned by the perspective of reflective rationality, which supports the notion of empowering and committing the frontline implementers -teachers. in addressing the issue. a blend of both qualitative and quantitative methods was used following dominantly descriptive approach (at the reconnaissance stage), somewhat descriptive and more of exploratory approach (at the pilot stage), and both exploratory and explanatory approaches (during the main study). Data fo r the reconnaissance were collected through a questionnaire from 25 language instructors at AAU. The pilot study data were collected through questionnaires from 33 instructors and 104 students at Hawassa and Jimma Universities; through focused group discussions (FODs) with six EFL teachers at the two universities; and through interviews with three people at the Ministry of Education (MoE). Data fo r the main study were generated through questionnaires from 57 teachers and 214 students at Addis Ababa University (AAU), Bahir Dar University (BDU), and Haranlaya Univrsity (HarU); through interviews with eight persons (two each from the three universities and from MoE); and through FODs with 20 persons (7 each at AAU and BDU, and 6 at 1-larU)_ Whereas the data collected during the reconnaissance and the pilot study were analyzed by interspersing the qualitative data with the quantitative data, during the main study the analyses and interpretations were made separately both for the quantitative and the qualitative data. By way of mixing the results of the two in the Discussions Chapter, two purposes were achieved: producing more comprehensive answers to tbe research questions than they might appear separately, and triangulating the different data or results for va lidation purpose. Apart from this, a validation group of 7 EFL teachers at AAU participated in scrutinizing the research work right from the start and mai nly at cri tical stages (at proposal. pi lot, and main study). It has, therefore, been learnt that even though EFL teachers claimed to have high theoretical knowledge and medium practical skills of action research, their actual practice of it was little. Similarly. whereas the teachers' knowledge of action research coincidedwith the perspectives of reflective rationality as opposed to that of technical rationality (see Chapter Three Table 2), their laci/ knowing was the lowest rated in comparison with their reflection-on-action (Raa) and reflection-in-action (Ria). Similarly, whereas the power of action research for change and betterment was highly valued (pragmatic validity), a number of internal and external environmental facto rs have limited EFL teachers' practice of it. Equally in the journey of the research work, some doubts and debates had inspired me for further readings, explorations, and lessons. As a result. I have revitalized my earlier beliefs and perspectives that action research has got credibility, visibility, recognition, rigor and acceptance. My earlier over expectation of the practices of action research by EFL teachers, nonetheless, were abated. Equally, it has been learnt that theItem Implementation Practices of Non-Formal Basic Primary Education Programs In Selected Centers of Addis Ababa, Oromia And Snnpr(Addis Ababauniversity, 2002-06) Jebessa, Firdissa; Zewdie, Marew (PhD)Basic education is a foundation of all the development endeavors and a fundamental right of every member of a society. Providing basic education for all children-the principal assets and future bases of a country-is the wisest investment. Cognizant of this fact, Ethiopia is committed to expand basic education through formal as well as nonformal provisions. The formal system has for long been thought of as a panacea for all ills. Tinkering and repairing here and there with it, nonetheless, could not solve the persistent problems related to access, quality, equity, and efficiency. The NFBPE program has, thus, become part of the educational planning and implementation in different regions of the country. This study was targeted to investigate its implementation practices at nine centers of Addis Ababa, Oromia and SNNPR. To this end, a questionnaire, focus group discussion and interview guide questions, and observation checklists were used to gather data from different level stakeholders. The data were quantitatively and qualitatively analyzed and discussed. The results disclosed that the implementation practices of the NFBPE programs had satisfactorily fulfilled the learning needs of those who enrolled and the demands of their parents in terms of enabling the learners get basic learning contents. Particularly, NGO-implemented programs were cost-effective and flexible to respond to the economic, social and cultural demands of the learners and parents. Recruiting facilitators by and from the community and assigning them to teach there also developed confidence of parents to send to and keep their children in the centers. These were among the facilitating factors and consequently, the best implementation practices of the NFBPE program that have been recommended for the comparable formal education implementation practices. The coverage of the NFBPE program being implemented, however, was very low. It did not reach all those who, for various reasons, could not attend formal schools. Similarly, the available linkages between the formal and the non-formal basic primary education program implementations were inconsistent to facilitate smooth promotion/ xii transference of learners from one to the other. This was due to stringent requirements of the formal schools and lack of clear-cut implementation guidelines that ensure mutual understandings of all concerned stakeholders. Less flexible schedules and no-or low-salary and trainings for facilitators, and shortage of curricula materials, severely at government-implemented NFBPE programs substantially inhibited the implementation practices of the Program. Therefore, it is recommended that government should issue and sensitize clear and specific NFBPE implementation guidelines that can be instrumental for expanding coverage, enhancing smooth transference of learners, developing local and program-specific curricula materials, and utilizing NGO initiatives to implement NFBPE programs