Browsing by Author "Jebessa, Firdissa (PhD)"

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    Action Research Practice in Government Secondary Schools: the Case of Addis Ababa City Administration
    (Addis Ababa University, 2012-10) Halefom, Azeb; Jebessa, Firdissa (PhD)
    The purpose of this study was to assess the practices of action research in government secondary of Addis Ababa city administration. An attempt was made whether action research schools was conducted and implemented in the schools to solve real educational problems in classrooms. To this end, 10 sample Government secondary schools were selected out of the 50 found in the ten sub-cities of the City Administration (one from each subcity) using purposive sampling technique. The sample schools considered for the study were Addis ketema, Bulbula, Tikur Anbessa, Beshali, Medhnialem, Temenga yaz, Ayer-tena, Africa Hibret, Lafto and Higher-12. Descriptive survey method supplemented by structured interview and document analysis was used to collect relevant data from the respondents of each selected government high school. School level respondents comprised of directors, teachers, members of student council and members of PTAs. Experts of Sub-city Education Office have also participated in the study. A total of 194 respondents were selected as a sample for the study. These comprised of 10 directors, 10 members of student council, 10 members of PTAs 10 experts of Sub-city Education Office and154 teachers selected using purposive sampling methods, which is a quota sampling technique. The collected data were analyzed and interpreted in SPSS software using percentages. The findings of the study revealed that the practice of action research in Addis Ababa City Government high schools was not adequate to solve day-to-day teaching learning problems of all high schools. Almost leadership of the schools . under investigation was found poor supportive and the involvement of experts, members of PTAs and members of students' council was also poor. The tendency to conduct action research of teachers' was weak, and lack of capacity to conduct action. research was seen as a problem of the schools. The scarcity of finance and other resources were also found as aggravating for the failure of participation in conducting action research. Accordingly, the above problems seem to have led the practice of action research in Addis Ababa city government high schools to be poor. To alleviate the above-mentioned problems, the schools should orgamze training programs to the teachers and other concerned bodies at the school level. The leadership should be supportive and committed in assisting and designing systems to develop full participation of teachers to undertake action research in the schools. School leadership should also prepare and provide incentives to encourage teachers' involvement in action research
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    Action Research Practice in Government Secondary Schools: the Case of Addis Ababa City Administration
    (Addis Ababa University, 2012-10) Halefom, Azeb; Jebessa, Firdissa (PhD)
    The purpose of this study was to assess the practices of action research in government secondary of Addis Ababa city administration. An attempt was made whether action research schools was conducted and implemented in the schools to solve real educational problems in classrooms. To this end, 10 sample Government secondary schools were selected out of the 50 found in the ten sub-cities of the City Administration (one from each sub-city) using purposive sampling technique. The sample schools considered for the study were Addis ketema, Bulbula, Tikur Anbessa, Beshali, Medhnialem, Temenga yaz, Ayer-tena, Africa Hibret, Lafto and Higher–12. Descriptive survey method supplemented by structured interview and document analysis was used to collect relevant data from the respondents of each selected government high school. School level respondents comprised of directors, teachers, members of student council and members of PTAs. Experts of Sub-city Education Office have also participated in the study. A total of 194 respondents were selected as a sample for the study. These comprised of 10 directors, 10 members of student council, 10 members of PTAs 10 experts of Sub-city Education Office and154 teachers selected using purposive sampling methods, which is a quota sampling technique. The collected data were analyzed and interpreted in SPSS software using percentages. The findings of the study revealed that the practice of action research in Addis Ababa City Government high schools was not adequate to solve day-to-day teaching learning problems of all high schools. Almost leadership of the schools under investigation was found poor supportive and the involvement of experts, members of PTAs and members of students’ council was also poor. The tendency to conduct action research of teachers’ was weak, and lack of capacity to conduct action research was seen as a problem of the schools. The scarcity of finance and other resources were also found as aggravating for the failure of participation in conducting action research. Accordingly, the above problems seem to have led the practice of action research in Addis Ababa city government high schools to be poor. To alleviate the above-mentioned problems, the schools should organize training programs to the teachers and other concerned bodies at the school level. The leadership should be supportive and committed in assisting and designing systems to develop full participation of teachers to undertake action research in the schools. School leadership should also prepare and provide incentives to encourage teachers’ involvement in action research
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    Assessment of Quality of Graduate Studies at Addis Ababa University: the Case of Selected Programs in College of Education and Behavioral Studies
    (Addis Ababa University, 2010-11) Gikamo, Bekele; Jebessa, Firdissa (PhD)
    The purpose of this study was to assess the quality of education in selected graduate programs at the College of Education and Behavioral Studies (CEBS), AAU. The sample programs were selected on the basis of purposive and availability sampling techniques. The study examined the perceptions of academic community about quality of education, curriculum design and development practices, academic staff profile, students profile and the state of non-human resources as the key issues in assessing the quality of programs. For this purpose, one of the Mixed Methods Design, Concurrent Triangulation was used. Both qualitative and quantitative data were simultaneously collected using Interview, FGD with graduate students, Questionnaires and document review. Data obtained from interviews, FGD, and open-ended questionnaires were analyzed qualitatively, while close-ended questionnaires were analyzed quantitatively using frequency and percentages. The results of the analysis showed that the sampled graduate programs at the CEBS have fairly qualified academic staff while the number and composition is found to be inadequate. There were poor provision of teaching-learning resources such as recent books and journals in the library system. Its location and the physical facilities were found to be inadequate to sit and study for longer hours. ICT applications including the Internet services to both instructors and students were rated as very poor. Regarding the classrooms, both instructors and students have expressed their felt need that there is shortage, mismanagement, and lack of facilities such as chairs, light, plugs and related equipments. Hence, it was found that research activities both by instructors and graduate students were inadequate. Graduate students have also complained of the inconvenience they face due to lack of accommodation services which they should have been provided by the University and its impact on their academic performance. Therefore, it can be concluded that such shortcomings would badly affect the quality of graduate programs. Hence, it is recommended that the CEBS/AAU should invest on resources in the way of improving the existing adverse situations encountered in the teaching- learning processes of the graduate programs
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    Assessment of Quality of Graduate Studies at Addis Ababa University: the Case of Selected Programs in College Of Education And Behavioral Studies Bekele Gikamo
    (Addis Ababa University, 2010-11) Gikamo, Bekele; Jebessa, Firdissa (PhD)
    The purpose of this study was to assess the quality of education in selected graduate programs at the College of Education and Behavioral Studies (eEBS), AA U The sample programs were selected on the basis of purposive and availability sampling techniques. The study examined the perceptions of academic community about quality of education, curriculum design and development practices, academic staff profile, students profile and the state of non-human resources as the key issues in assessing the quality of programs. For this purpose, one of the Mixed Methods Design, Concurrent Triangulation was used. Both qualitative and quantitative data were simultaneously collected using Interview, FGD with graduate students, Questionnaires and document review. Data obtained from interviews, FGD, and open-ended questionnaires were analyzed qualitatively, while close-ended questionnaires were analyzed quantitatively using frequency and percentages. The results of the analysis showed that the sampled graduate programs at the CEBS have fairly qualified academic staff while the number and composition is found to be inadequate. There were poor provision of teaching-learning resources such as recent books and journals in the library system. Its location and the physical facilities were found to be inadequate to sit and study for longer hours. ICT applications including the Internet services to both instructors and students were rated as very poor. Regarding the classrooms, both instructors and students have expressed their felt need that there is shortage, mismanagement, and lack of facilities such as chairs, light, plugs and related equipments. Hence, it was found that research activities both by instructors and graduate students were inadequate. Graduate students have also complained of the inconvenience they face due to lack of accommodation services which they should have been provided by the University and its impact on their academic performance. Therefore, it can be concluded that such shortcomings would badly affect the quality of graduate programs. Hence, it is recommended that the CEBSlAAU should invest on resources in the way of improving the existing adverse situations encountered in the teaching- learning processes of the graduate programs
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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 University, 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 University, 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 Impact of Educational Support to Highly Vulnerable Girls in Addis Ababa: The Case of Yekokeb Berhan Program
    (Addis Ababa University, 2014-07) 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 FGOs 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 paints 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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    Implementation of School Improvement Program in Second Cycle Primary Schools in East Showa Zone: The Case of Young Lives Ethiopia Project Sites
    (Addis Ababa University, 2014-07) Tefera, Dita; Jebessa, Firdissa (PhD)
    The overall purpose of this study was to investi gate the current implementation status of SIP program in East Showa zone of Oromia Regional State. The study employed descriptive survey method. Both quantitative and qualitative data were collected from Dugda Bora and Ade'a woredas. Both primary and secondary data sources were used. The primary data sources were school teachers and stud ents from the two Woredas. The school principals, School Improvement Committee (SIC) members, and clusters ' supervi sors were a lso the primary data sources. Pertinent documents were reviewed and used as secondary data sources. The populations of the study were 49 male and 15 female teachers, and 222 male and 118 female students of six selected second cycle primary schools. School princ ipals, SIC members and clusters' supervisors were a lso the data sources. Engli sh and Afan Oromo versions of self-administered questionna ires, interv iew guides, FOD questions and observation checklist tools were used to gather the data. The result showed that the learn ing and teachi ng activities to implement SIP in the sampled schools was in a moderate status. The overall performance of school leadership to impl ement SIP was not strong. The status of sampled schools in preparing safe learn ing environment is moderate and encouraging. The involvement of community in school affairs was low. However, the study revealed that girls are not free of threat and discrimination whi le attending th eir educat ion in the sampled schools. On this point, the teacher and student respondents were differed sign ificantly in their responses. Hence, th is needs fu rther research.
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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 University, 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
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    The Implementati£in [If Active Learning Appr (Lach , in Selected Upper Primary Sch[I[)Ls oF Addis Abab)a
    (Addis Ababa University, 2009-06) Hailu, Mesfin; Jebessa, Firdissa (PhD)
    True learning demands engaging learners in active and purposive use of i11formationfrom their environment and other sources to make a betterli[e. The purpose of this stlldy was to investigate the statlls of the implementation of active learning approach in some selected governmental and private upper primary schools in Addis Ababa. Data were generated using a questionnaire that was dispatched to a purposively selected 63 teachers and 124 students, an interview conducted with a purposively selected 8 school principals, classrooms observations and review of curricular I1wterials. By employing a descriptive survey research method, the sllidy found out that although the implementation of active leaming approach is emphasized in the policy, currently leclw'e methods, in which teach ers' talks dominate in most classrooms. 'l'he obstacles found were teachers' lack of skills, inappropriate curricular materials, lack or school facilities to implement active leaming and to some extent studenls' (mel teachers' lack of positive attitude towards active learning. Th e result seems to suggest that the policy has set expectations on schools to implement active learning approach that demands more than what they actlwlly can do ut the moment. Therefore, provision of more enobling conditions such us instrudionul resources, suitable curriculor I1wterials unci continuous and relevu nt in -service and pre-service trainings for upper primary school teachers is hiyhly essentiul to improve the implementation of active learning
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    Lcarners Euvirdlnnentai Literacy in Relation to Knowledge, Attitude and Practice: The Case : Of Bahirdar University
    (Addis Ababa University, 2008-06) Alamirew, Taye; Jebessa, Firdissa (PhD)
    Today more than ever, sludents need high-quality environmental education programs that succeed in moving values, developing Javorable altitudes and changing behaviors' in the direction oj sustainabiliry and environmental conservation. Environmental action begins with em ironmentalliteracy. Hence, (he oly'ec(ives of (he "'(lId:v \1'£11'£1 to (a) analyze Ullciergrwiu(l(e regular Un iversity s(lfdell(S' envirolll1len(ol /i(eNIC}, - knowledge. affiludes. IJl'actice- and (h) examine (he rc:loti()I1Shl';J hefll'eel/ /wrtic.:ip(/Ilts ' knoll'led;..:e, (lttitlldes, o/'/(/ C()1I1ll1itlJ7 l!lIt to £'lIl'ironmellto/ Ji'i(,I1(/~\ ' hellul'ior (llolIg \\'itll sOllie hiogl'{lphic(ll allti acudelllic mriohles. A (/escriptire survey method .\'lffJlJlemellteci hy some qllulituti\'(! upfJl'Ouch \1'as elllployed. 1)(ll'ticip£lnts were 302 (39.1% geography, 32.8% biology, and 28. i% chemislfY) .fi'()1J7 :veClr I (lild ."''('(11' Iff sc:lecled by propOl'lionol strotUied samplinK techniqlle ./i'om not ural science (citemiSlf}', hiolog ... ). and social science (geography). Depurtments were selected pllrfJ()sejit!~v. M(linly a questionnaire consisting of environmental knowledge, altitudes and {JI'(/(.:tice \l'US the IIwill (/uta KUlhering toul.fi'olll students. Data was analyzed using both descriptive (percentile, mean, standard deviation) and inJerential (simple correlation, independent T-test, one way ANOVA. peA and linear regression) statistics. Results sh(m' thut (/) undergraduates at BDU have a moderately Javorable environmenlal allilllde (62.3% = grade C) followed by nearly moderate environmental knowledge (52.4% = grade C) but belo'tv average in environmentally Jriendly practices engagement (-16.1% = grade D); 2) a very low relationship (r < 0.2) among components oj environmental literacy; 3) an increase in environmental literacy as students growing older as well as moving up Jrom year one to three;-I) males, with rural background and social science streams had higher scores than the corresponding females, with rural backKrounds and natural sciences in overedl enl'ironmenwlliteracy index. On the basis ofjindings and discussions, conclusions and implications jar jilrther research are well indicated.
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    Methods of teaching and their implications for quality of student learning at Samara University
    (Addis Ababa Universty, 2012-02) Bekele, Anbessa; Jebessa, Firdissa (PhD)
    The main purpose of this study was to assess methods of teaching and their implications for quality of student learning. In order to meet the objectives of the study, a descriptive survey design was employed. From the total population of 256 teachers and 2579 students, 128 teachers and 516 students were randomly selected for this study. Four faculty deans were also selected using availability sampling. Questionnaires and interview were used for collecting data. The questionnaires were piloted and checked for their reliability. Documents were also analyzed to supplement the data. The data obtained through the questionnaires were analyzed using frequency, percentages, mean, standard deviations, t-tests, and rank correlation. The information obtained through open-ended questionnaires and the interview were qualitatively analyzed to q supplement the quantitative data. The findings revealed that teachers were highly arranging consultation hours, using examples, illustrations and demonstrations to explain and clarify the lessons or contents they teach, and informing the lesson objectives. They were also giving summary at the end of the lesson and using attention gaining activities, ideas, concepts, and devices while teaching. Furthermore, the study revealed that teachers used rewards and reinforcers to motivate students who were peliorming well and creating situations in which appropriate learning was taking place. It was also noted that teachers were not allowing their students to give constructive feedback on each others ' work. Teachers were also highly considering the age and maturity level of their students, their students' background knowledge and existing skills, the content of the subject matter or the instruction, and the learning objectives or outcomes to be achieved, their teaching characteristics such as their knowledge, competencies, skills and experiences, and the time, space/class size, facilities and a resources for their students' learning before choosing teaching methods. With regard to teaching methods, teachers ' creation of learners ' interest, enthusiasm and appreciation, encouragement of students ' participation or involvement and success in their learning, provision of students with demonstrations which make them good observers, and enhancing critical thinking and skills of scientific investigation, supporting their students to learn how to discover and organize things, using textbooks, handouts and other printed materials to teach their students, providing or giving individual assignments and projects to them, and encouragement of them to develop group learning skills were high. Teachers also encouraged students to interact with each other in the learning activities and were not using mediated materials and multimedia. Lecture method was found to be the most commonly employed method of teaching followed by discussion, individualized and demonstration methods. Regarding quality indicators, teachers ' use of various teaching methods, the existence of academic staff-to-student ratio and the relevance of the curricula to students' learning were moderate. The existence of good leadership and management system that faCilitate student learning and the integration of learning with the use of technologies were very low. Teachers were assessing the performances of their students using continuous and summative assessment methods. This implies that there is good quality of student learning even though there are some problems to be solved. Therefore, it is recommended that mediated materials and multimedia, and various teaching methods should be used for the betterment o.l students' learning. Learning should also be integrated with the use of technologies. Students should be allowed the chance of giving feedback on each others' work. Good system of leadership and management that facilitate student learning should also be adopted. Thus, all stakeholders of the teaching learning process (management bodies, teachers and students) should play their part as each of them has distinctive roles.
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    The practices of curriculum development, implementation and evaluation In Ethiopian defense training main department
    (Addis Ababa Universty, 2012-06) Fekade, A wgichew; Jebessa, Firdissa (PhD)
    The Practices of Curriculum Development, Implementation and Evaluation in Ethiopian Defense Training Main Department Awgichew Fekade Addis Ababa University, 2012 The purpose of this study is to assess the practices of curriculum development and implementation in Ethiopian Defense Training Main Department. In order to meet the objectives of the study, a descriptive survey design was employed. The data was collected using questionnaires, focus group discussion, interview guide questions and document analysis. The data were collected from 86 instructors and deans, who were selected by using availability sampling and 125 students who were randomly selected. The questionnaires were piloted and checked for their reliability. The data obtained through the questionnaires were described and analyzed using frequency, percentages, mean, standard deviations, t-tests, and chi-square. The information obtained through open-ended questionnaires, and the interview was qualitatively analyzed to supplement the quantitative data . The findings of the study show that there was a problem of giving attentions for the stakeholders' roles and importance of participation throughout the curriculum development process. Th~ study revealed that shortage of qualified teaching staff compare with absence of specialization and experience academic staffs in terms of number and quality, were limiting the curriculum implementation and negatively influenced the quality of the output. The study further investigated that, poor in-service training before implementation of the new curriculum, unavailability of curriculum development and research center, shortage of instructional materials, lack of student's background knowledge, poor evaluation and feedback practice, poor student admission criteria, inappropriateness of the teaching methods, resistance to change, and teacher's teaching loads were substantially inhibited the implementation practices of the curriculum. Therefore, it is recommended that during curriculum development and implementation process the TMD should give attention to involve the entire Defense stakeholders, develop and upgrade the instructors, establish the research center, organize reference materials and set up clear and specific curriculum development implementation guidelines.
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    The Practises of Teaching Portfolio in Professional Development in Some Selected Second Cycle Primary Schools Of Addis Ababa
    (Addis Ababa University, 2009-06) Tekle, Genet; Jebessa, Firdissa (PhD)
    The main jJ1II1Jose of this study was to assess the practices of teaching portfolios 111 professional development of second cycle primary schools of Addis Ababa. Portfolios have received a great deal attention in educational process these days as they can document teachers' participations in CPD and quality improvements in the class room. However, their importance is realized only when portfolios are effectively and properly developed Teaching portfolio is a recent innovation in Ethiopia and it need~ to be assessed how it has been managed at schoollevel.To accomplish the purpose, the descriptive survey method was used Data were generated through questionnaire from 84 teachers in six schaals at six sub-cities, through interviews with 3 kebele educatian team leaders, 3 sub-cities educatian autharities, 3 prinCipals and 3 vice principals, by facus graup discuss ian with 8 key teachers and also. pam document analysis. The data abtained were described quantitatively and qualitatively with the help of the available literatures in the study. The data obtained through these instruments have been analyzed and interpreted using percentages, chi-square and descriptive statements. The findings indicated that inadequate training, insufficient knowledge of key teachers, lack af suppart and motivation and lack of fallow-up activities from the relevant educatianal autharities and lack af commitment and initiative an part af the teachers have affected teachers in using portfolias for the improvement of class room instruction. Due to. major limitations mentioned above, the participants lacked abilities and knowledge to reflect on their plans, were unable 10 show the pracess of learning activities and the evidences in changing their practices and students' peliarmance in their portfalias, lacked ability to. identifjl the purpases of assessment and evaluatian methads to. assess the progress afstudents as well as teachers and were unable to lise the feedbacks pravided to teachers far the contribution af enhanced learning. These were the majar problems of teachers observed in this study. Ther~rore, it is apparent that the practices of portfalios have velY lillie contribution in enhancing the CPD activities and quality of education. No. teaching methodl' and different activities had been abserved in their portfolias which led the students to. think critically and solve prablems. This cauld be an impact in achieving the desired goals indicated in the current Education and Training Palicy. In arder to alleviate sllch problems, intensive training on partfolio, motivation, clase supervision, clear guidance and support shauld be provided pam the cancerned relevant education offiCials and teachers must feel ownership on partfolios use to ensure the successfid implementation of partfolio.
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    The Roleof Higher Diploma Program in Improving Instrctional Practices: Participants' Perspectives At Jimma University
    (Addis Ababa University, 2008-07) Beza, Ayalew; Jebessa, Firdissa (PhD)
    This study investigated teacher educators ' perspectives of the role of Higher Diploma Program in improving instructional practices. Case study was employed mainly following qualitative approach. The specific areas of investigation were: teacher educators' perceptions of the contribution of HDP for their knowledge, skill of teaching, and factors mediating the effectiveness of professional learning. Qualitative data were collected using interviews (n=6) and focus group discussions (n=12) with educators who have taken the training, classroom observations, and informal discussions with students. The data revealed that educators perceived changes in knowledge about active learning methods, continuous assessment, and action research. Regarding the change in skills, the use of active learning methodologies and continuous assessment by few teachers in their classroom teaching was evident. Nevertheless, the program (HDP) remained merely iriformative for most participants; it could not alter the prevailing way of teaching. It was also learnt that factors related to the content and management of the program, predisposing and rare enabling factors diluted the effectiveness of their learning and improvement of instruction. The finding of the study implied the need to avail diversified learning opportunities to meet individuals' and departments training needs and to help them cope up with new challenges. Further more, the findings implied the need to revise and improve the program content and management through boltom-up planning process based on candidates' feedbacks for its further improvement. The study also implied the need of institutional and personal devotion to overcome barriers of professional learning and improvement of instruction.
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    The State of Community Based Research in Jimma University
    (Addis Ababa University, 2008-06) Abebe, Mekuria; Jebessa, Firdissa (PhD)
    This study was conducted to investigate the state of eBR in JU. More specifically, the study sought to(1) explore the place of eBR in JU;(2) examine the level of involvement of various groups in eBR; and(3) examine barriers and facilitators to conduct eBR. A descriptive survey method was employed using both qualitative and quantitative data. Data were gathered using questionnaire, interview, and document review.. The quantitative data generated were analyzed using percentage, mean, rank, Pearson correlation and t-test. Qualitative data substantiated the quantitative data. The results indicate that most important barriers and facilitators relate to methodological and funding and/or institutional issues. The key barriers include lack of eBR researchers, few grants/ rewards/ incentives given for faculty, scarcity of funding to support eBR, belief that results will not be disseminated or acted upon, and lack of knowledge or training in eBR. Facilitators include increasing funding opportunities, provision of financial and other incentives conducting educational forums and training opportunities, creating interdisciplinary research teams and increasing institutional supports (including promotion practices). Besides,the findings of the study revealed that FoE and PHF significantly differed only in one of the twenty barriers and the twelve facilitators. It was concluded that eBR was in a state of uncertainty, as teachers were perceived to be the most active in all areas of research and community members were then least involved. It is , therefore,recommended that the trend of research in Jimma University had to change by taking into consideration the barriers that hindered the practice and the facilitators that help to support eBR.
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    Teaching - learning approaches in the Ethiopian defense command and staff college: challenges and prospects
    (Addis Ababa Universty, 2012-06) Teweldemedhn, Araya; Jebessa, Firdissa (PhD)
    Teaching - Learning Approaches in the Ethiopian Defense Command and Staff College: Challenges and Prospects Araya Teweldemedhn Addis Ababa University, 2012 The main purpose of this study was examining the extent to which teachers and students of Ethiopian Defense Command and Staff College adopt effective teachinglearning approaches. The study applied mixed design approaches. The study made use of questionnaire, interview and document assessment as tools for data collection. The data were collected from 16 (94%) of the teachers, 142 (94%) of the students, 3 commandants of the college and 3 general officers. The data were analyzed with correlation, multiple regression analysis, and comparison between groups was made using independent-sample t-test and ANOV A. Teachers' approaches to teaching and good practice of teaching were related significantly. Similarly, the correlation between students' perception of learning environment and the approaches to learning showed a significant relationship. Beside this, The students grade point average was significantly and positively correlated with deep approach r=.43, p
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    Teaching - Learning Approaches in the Ethiopian Defense Command and Staff College: Challenges and Prospects
    (Addis Ababa University, 2012-06) Teweldemedhn, Araya; Jebessa, Firdissa (PhD)
    The main purpose of this study was examining the extent to which teachers and students of Ethiopian Defense Command and Staff College adopt effective teachinglearning approaches. The study applied mixed design approaches. The study made use of questionnaire, interview and document assessment as tools for data collection. The data were collected from 16 (94%) of the teachers, 142 (94%) of the students, 3 commandants of the college and 3 general officers. The data were analyzed with correlation, multiple regression analysis, and comparison between groups was made using independent-sample t-test and ANOV A. Teachers' approaches to teaching and good practice of teaching were related significantly. Similarly, the correlation between students' perception of learning environment and the approaches to learning showed a significant relationship. Beside this, The students grade point average was significantly and positively correlated with deep approach r=.43, p
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    The Utilization of Active Learning: the Case of Nifas Silk Lafto Sub-City Governmental Upper Primary School by: Biniyam
    (Addis Ababa University, 2011-06) Asrat, Biniyam; Jebessa, Firdissa (PhD)
    The main purpose of this study was to assess the utilization of active learning, to identify factors affecting the implementation of active learning either positively or negatively in terms of teachers` commitment, classroom conditions, instructional facilities and teachers training. Mixed methods were used to conduct the study. The study mainly conducted in upper primary schools in Addis Ababa city administration, in Nifas Silk Lafto Sub City. Data were collected from 169 teachers, 282 students and 3 pedagogy instructors of Kotebe college of Teachers Education. Because 75% of teachers were graduates of Kotebe college of teachers education. In the selection of sample population purposive and random techniques were used. The instruments of data collection were questionnaire, interview and observation checklist. The data were analyzed using percentage. The findings of the study proved that the implementation of active learning was low. Among the factors affecting the implementation of active learning, teachers training, teachers` commitment, classroom conditions, class size, beliefs and interests of teachers in their profession were the major ones. Finally, the following recommendations were forwarded, it is important to conduct in- service training so that their use of active learning strategies will be improved, Even if appropriate class size may not always be possible, the implementers of active learning should see alternative solutions such as, dividing students into groups, demonstration fields, field trip, laboratories and others. In addition to this, government bodies and stake holders have to construct extra classes to solve the problem and In order to solve the problems of teachers‟ commitment and lack of interest in the profession, school administrators, wereda educational leaders, Addis Ababa City administration Education bureau and Ministry of Education have to do different awareness creation programs