Browsing by Author "Jebessa, Firdissa(PhD)"

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    Assessment of the Application of Educational Technology: the Case of the use of e-lessons at Kotebe College of Teachers' Education
    (Addis Ababa Univerisity, 2012-06) Tekle, Nebiyou; Jebessa, Firdissa(PhD)
    Educational technology comes in different forms to bring about active and interactive lessons changing the traditional way of chalk and talk teaching-learning method to some extent. Information Communication Technologies (ICTs) are parts of this technology. ICTs improve almost every aspect of our day to day life, and education is one of the beneficiaries. The general objective of this study was to examine the technological, academic, and infrastructural issues that affect the effective application of e-learning at Kotebe College of Teachers' Education (KCTE) and to look at possible constraints and solutions. Both qualitative and quantitative approaches were utilized. Questionnaires, interviews, and a personal observation were used in order to get the primary data. The secondary data was obtained from books, unpublished and published studies, journals, and internet sources. The study has shown that there can be ways to bridge the gap between the current status of education at KCTE and the presently available technologies. It has also shown that the use of different kinds of educational technologies in class is beneficial in terms what both the students and the teachers gain from the interactive class. In this study, it was concluded that both the instructors and students were found to be interested in using educational technologies, especially computers in the teaching-learning process. Lack of access to computers and accessories, lack of good internet connection, lack of trainings for both the instructors and the students in using computers and lack of infrastructure in developing e-lessons hindered the process. Recommendations were forwarded on the need for upgrading variety and access of the educational technologies in KCTE, the inclusion of more interactive ICT based lessons, the continuity and strengthening of efforts which are started with MOE, and non-governmental organizations like Camara Education Ethiopia, in order to benefit from their assistance. Sustainability of safety of the devices and preventive methods, and the set up linkage of all computers with the new faster internet connection in the college were also forwarded as recommendations
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    The Impact of Educational Support to Highly Vulnerable Girls in Addis Ababa: The Case of Yekokeb Berhan Program
    (Addis Ababa Univerisity, 2014-06) Leweyehu, Getinet; Jebessa, Firdissa(PhD)
    The main purpose of this study was to investigate the extent to which the education services provided by Yekokeb Berhan program improve the education of targeted vulnerable girls and to identify the likely lessons that could be learned from the program to effectively address education of girls. The study was conducted in Addis Ababa, one of the nine regions and two city administrations targeted by the program. The study used mixed (qualitative and quantitative) methods. Out of 449,760 HVC (50.4% girls) who got education support by the program, 276,097 HVC (50.3% girls) are attending primary school (1-8 grades) nationally. The Average academic score of two consecutive years (2012 and 2013) were collected and analyzed from randomly selected 76 girls (grades 5-8) from different schools in Addis Ababa. Interviews were conducted with program staff, government representatives, girls and their parents and FGDs were also conducted with volunteers. Moreover, important program documents such as annual progress reports, guidelines and manuals were also reviewed. The two years average score of the sample 76 girls was 68.4% which is 18.4 points above the minimum pass mark, that is (50%) with a promotion rate of 95.5%. The major findings of this study revealed that the targeted children, particularly girls have shown significant improvements in their attendance, performance and retention, which implies that Yekokeb Berhan program was effective in the educational support of the targeted vulnerable girls. Hence, it is essential to scale up similar programs. Schools, the community, Education offices at all levels and other key stakeholders should take the lessons learned from this program and support the education of highly vulnerable and excluded children
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    The Implementation Status of Active-Learning Strategy in Upper Primary Schools of North Western Zone of Tigray: Challenges and Opportunities
    (Addis Ababa Univerisity, 2011-01) Tikue, Meles; Jebessa, Firdissa(PhD)
    The purpose of this study was to examine the practice of active learning in upper primary schools of North Western zone of Tigray. Furthermore, it treats factors that affect the proper implementation of active learning. To accomplish this purpose, the study employed a descriptive survey method, which is supplemented by qualitative research methods to enrich the data. With this respect, teachers, students, directors and cluster supervisors were the sources of data for the study. The data gathering instruments were questionnaires, interviews and observations. The questionnaires were dispatched to 200 students, 60 teachers, and interviews were made with 16 directors and 6 cluster supervisors drawn from 16 schools which were teachers and students using simple random sampling, and directors and supervisors using availability system in the academic year of 2010/11. Moreover, 32 sections of grade seven and eight observation was made, two sections from each school at the departments of Language and Natural Science. The data obtained through questionnaires were quantitatively analyzed and interpreted in light of available literature whereas the information obtained through interview and observation were qualitatively described to supplement the quantitative data. The results of this study reveal that though the attitude of teachers and students toward active learning was positive and not serious problem, the level of practice of active learning was found to be low and moderate. Especially to use different strategies of active learning were not fully performed., Appropriate teaching methods were not used to address the comprehensive benefits of active learning, and teachers’ selfevaluation were not performed sufficiently. Furthermore, the study revealed that teachers’ and students’ tendency to prefer traditional lecture method, majority of students become dependent on the minority, shortage of time, lack of support from educational leadership, lack of teachers’ commitment, inadequacy of teachers’ training, lack of teaching resources, unavailability of facilities, teachers’ high workload, inconclusive of the class-room, were among the factors that hindered the implementation of active learning. It has been recommended that creating awareness, continuous and intensive short-term and long-term training should be offered for teachers on the practice active learning and about different strategies of active learning to improve their instructional practice to over come the challenges of implementation active learning. Besides, to alleviate or solve the factors that hinder the proper implementations of the practice, the school administrative body ought to create conducive environments that helps for teachers’ sufficient preparation and working time and provision of educational materials and resources to implement active learning methods in their class.