Browsing by Author "Lemma, Girma (Ato)"

Now showing 1 - 9 of 9
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    Assessment of Principals’ Supervisory Behaviors as Instructional Leaders: the Case of School-Based Supervision in Primary Schools of Arbaminch Town
    (Addis Ababa Univerisity, 2013-07) Dea, Paulos; Lemma, Girma (Ato)
    The purpose of the study was to investigate the status of school based instructional supervision in Government Upper primary Schools of Arbaminch Town. The study particularly, treats the practice of primary school principals in promoting teachers professional development,providing resources, communicating school goals, providing incentives for teachers, supervising instruction, promoting action research,coordinating the implementation of curriculum at the school level, and assessing and evaluating teachers. To accomplish this purpose, the study employed a descriptive survey method, which is supplemented by qualitative research to enrich data. The study was carried out in randomly selected six upper primary schools of Arbaminch Town. A total of 100 teachers and 60 school based supervision committee members were selected for the study. All the 6 principals, 6 vice principals, 2 cluster school supervisors and 12 teachers were also involved in the study for interviewing. Questionnaire and Interviews were instruments used in the study. Descriptive statistics such as frequency, percentage, mean average and inferential statistics such as independent samples t-test and MANOVA were used to analyse the data from the questionnaire. The qualitative data obtained through interview were analyzed using constant comparative method. The results of the study reveal that the school based instructional supervisory practices were ineffective. School principals were also inefficient in setting mutually supportive instructional goals, promoting professional competence of teachers, providing incentives and instructional resources( such as lack of support like manuals, shortage of budget), supporting teachers’ implementation of curriculum at school level, supervising instruction and providing frequent feedback for teachers . Furthermore, the study revealed that inadequate implementations of teachers assessment and evaluation hinder proper implementation of school based supervision. Finally, recommendations were drawn based on the above findings. The point of the recommendations include:raising awareness on the part of principals and teachers through seminars, organizing workshops and discussion forums on the different strategies of supervision in order to bring professional growth of teachers and improve their instructional practice
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    An assessment of the Integration of environmental education Into selected secondary school subjects towards sustainable development
    (Addis Ababa Universty, 2006-06) Wolde, Damtew; Lemma, Girma (Ato)
    The main obiective of this study was to assess the integration of EE into both grade nine and ten biology and geography curriculum guides and students' textbooks, and in the actual teaching and learning process at North hoa. On the one hand, to assess the integration of EE into curriculum guide and students' textbooks of grade nine and ten biology and geography, both qualitative and quantitative data were collected through content analysis. On the other hand, to assess the integration of EE into the teaching and learning process, both qualitative and quantitative data were collected form 373 students of which 225 (60.3 %) were grade nine and 148 (39.7%) were grad ten. From these students, data were collected using criterion-referenced test, open-ended questions and Likert type scale. Then, the data collected from these participants were analyzed both qualitatively and quantitatively (using descriptive statistics, parametric and non-parametric te ts). The result showed that EE objectives (knowledge, skills, attitudes and participation) contents, teaching methods and evaluation techniques were not adequately integrated. The result from th test also showed that the majority of the students performed below the standard set (70%) by their teachers. However, when their achievement scores were analyzed in terms of sex and grade level, statistically significant mean difference was obtained, t (371) = 2.26, p < 0.05, t (371) = 2.00, p < 0.05 respectively. On the other hand, the mean difference between urban and n'-al students were found insignificant, t (371) = 0.05, P > 0.05. And the ANOVA summary did not show significant mean difference in the schools as a whole, F (3,369) = 1.97,p > 0.05. Moreover regarding their attitudes to utilizing and protecting their environment, students were found having inappropriate view. The analysis made based on the independent variables also showed insignificant mean attitude score difference between male and female students, 1 (371) = 1.04, p > 0.05, grade nine and ten students, t (371) = 0.11, p > 0.05, and urban and rural ones t (371) = 0.39,p > 0.05. The ANOVA summary also did not show statistical significant mean difference in the schools overall, F (3,369) = 1.96, P > 0.05. Finally the assessment made on students' problem solving skills showed that students failed to identify serious environmental problems including their causes, solutions and participants to implement the solutions in their local area leave alone problems in Ethiopian and global contexts. Thus, based on the above results it can be concluded that EE was not integrated into grade nine and ten biology and geography curriculum guides revised in 2004, and students' textbooks written based on the revision in 2005/2006 in line with its objectives, contents, teaching methods and evaluation techniques that prepare students to contribute to sustainable development of Ethiopia. It was not also integrated in the actual teaching and learning process although it was integrated in the new education anu training policy developed in 1994. Based on the findings, it is recommended that integrating EE into different subjects typically biology and geography is vital to develop students' environmental knowledge, skills, attitudes and participation to make them contributors for sustainable development of our country
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    The contribution of environmental education in raising students' knowledge, attitude and Practice in Selected first cycle secondary schools
    (Addis Ababa Universty, 2007-08) Demilew, Asmare; Lemma, Girma (Ato)
    With the objective of investigating the contribution of the General Secondary Education .liJr raising students ' knowledge, attitude and practice in environmental issues, the research employed both qualitative and quantitative methods. Scores of students on a maslery test, opinions of both students and teachers through questionnaires and content analysis by teachers were the main data sources. In addition to the overall analysis, comparisons were made in terms of gender, location and schools for students' knowledge. Though the method of integration varies./i"om one subject to the other, the investigation was able to find objectives thai could let the curriculum integrate adequate and relevant environmental issues. Unlike the case in ChemistlY, the integration of contents In Geography was in a multitopic approach which is in line with what is recommended for environmental education. Students beller pel:formance in geography-related environmental issues was atlributed to this method of integration. . Despite the positive evaluation on the integration of environmental issues, students' knowledge, allitude and skills were found to be below the standard. Assessed through a criterion referenced test, only 24% of the students who were found to have the required level of knowledge in the issue. The evaluation against allitude and skill inventories using a five point rating scale indicated only 18% and 46 % of the students with acceptable degree of achievement in the respective domains. The linear relationship that was expected to exist between knowledge, attitude and skill was not maintained. The assessment of students' knowledge using open-ended items showed a different result as compared to what was obtained through the test scores. The difference could have happened due to methodological differences; students' competence in the medium instruction (as the instruments were conducted in different languages) or due to the different in the statistical measurement techniques employed in each case.
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    Instructional Task Assignment and Its Implementation in Civics and Ethical Education Teaching: The Case of Abyot Kirs Preparatory School In Kirkos Sub-City Addis Ababa
    (Addis Ababa Univerisity, 2012-09) Moges, Molalegn; Lemma, Girma (Ato)
    This study was to assess the implementation of instructional task assignment and investigation of factors that influence the implementation of instructional task assignment in civics and ethical education teaching focusing on the case of Abiot Kirs Preparatory School in Kirkos sub city, Addis Ababa. For this purpose Teachers, students, principals and supervisors were included in the study. The school and the subjects were selected through purposive sampling technique and systematic sampling procedure. Systematic sampling was employed to select students while teachers, school principals and supervisors were selected by purposive sampling. In addition, quantitative and qualitative methods and descriptive survey approaches were used. Two basic research questions about the application and the factors affecting the application of instructional task assignments were treated. Primary source of data collecting method was employed. To collect the necessary data; questionnaire and interview were used as a data gathering tools. In addition classroom observations were made to triangulate the obtained data. The result of the study revealed that students’ interest and participation in instructional task assignments in civics and ethical education was found to be low. It was also disclosed that the application of instructional task assignments in civics and ethical education teachers was low. Accordingly, class works, home works, group works are used sometimes while field trips, project work and panel discussion are non existent. Concerning the factors affecting the application of instructional task assignment, teachers related, students related and school related factors were identified. Finally some possible recommendations are made based on the findings of the study so as to set favorably and effective implementation of instructional task assignment in teaching civics and ethical education.
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    An Investigation on The Relationship Between Achievement Goal Orientation, Approaches To Learning and Academic Achievement of College Students: The Case of Bonga College of Teacher Education
    (Addis Ababa Univerisity, 2012-06) Geta, Mohammed; Lemma, Girma (Ato)
    The general objective of the current study was to assess the relationship between achievement goal orientation, approaches to learning and academic achievement of college students. For the study, 243 sample college students from Bonga College Teacher Education (BCTE) were selected through stratified random sampling method. Students’ goal orientation and approaches to learning data were collected through two questionnaires. Academic achievement of the study participants was collected from BCTE registrar office. Correlation, regression and independent t-test were employed in the analysis of the data. The result of the study revealed that i) there was a statistically significant relationship between goal orientation and academic achievement. Academic achievement was related positively with mastery and performance approach goals; and related negatively with performance avoidance goal; ii) among approaches to learning components, strategic approach positively and surface approach negatively related with academic achievement of college students, while deep approach was not; iii) there was statistically significant relationship between goal orientation and approaches to learning components. Mastery and performance approach goals related positively with both deep and strategic approaches to learning. Mastery goal negatively correlated with surface approaches to learning, whereas performance avoidance goal was positively related with surface approach and negatively related with both deep and strategic approaches to learning; v) with regard to sex differences in goal orientation and approaches to learning, the t-test revealed a significant difference between the two sex groups in goal orientation as well as approaches to learning variables except surface approach to learning; and vi) goal orientation components have statistically significant joint contribution to the prediction of college students’ academic achievement. Similarly, approaches to learning have significant joint contributions to the prediction of college academic achievement. However, further analysis of each variable demonstrated that only performance approach goal, performance avoidance goal and surface approach to learning have significant contribution to the prediction of academic achievement. It is concluded that goal orientation variables are part of the non cognitive variables related with college students learning approaches and academic achievement. Therefore, college instructors and counselors need to think about conditions to avoid students’ tendency to adopt performance avoidance goal as well as use surface approach in their college education.
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    Learners and academic staffs' environmental knowledge, attitude, intention and behavior (the case of Adama university
    (Addis Ababa Universty, 2007-06) Getaye, Atlabachew; Lemma, Girma (Ato)
    Environmentally speaking, Ethiopia is in poor health due to deforestation, degradation, excessive loss of fertile top soil, over grazing and waste disposal. The existing environmental problems manifest crisis of values, beliefs, knowledge and ideas. Despite the existing problematic reality, Ethiopian Education Policy and Environmental Policy give due regard to the well being of the environment and sustainable utilization of resources. Nevertheless, there is no available research done in Ethiopian higher institutions on whether students and academic staffs have promising environmental knowledge, attitude, intention and behavior. Besides, the relationships and linear predictive powers of environmental knowledge, attitude, intention and behavior are not studied in order to design a cohe~ent environmental education system. To examine the above issues, examinations of environmental knowledge, attitude, intention and practice were developed and conducted at Adama University. First year Business and Technical students and academic staffs were the target population, selected using stratified and simple random sampling. The findings reveal that both students and academic staff do not have low environmental knowledge. Similarly, their attitudes are neutral. ' Both groups also exhibit an infrequent habit of environmental practice activities. As to relationships of environmental knowledge, attitude, intention, and practice, they show positive relationships among one other, having differences in strength. Besides, learners and academic staffs environmental knowledge predicts their attitude, intention and practice, showing differences in explanation power. ':. Thus, there is a need to arm the community of higher learning In particular and the public in general with the r~quired experiences and understanding of environmental knowledge, attitude, intention and practice in an integrated and holistic manner.
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    Perception and Practice of Teachers in Continuous Professional Development in Five Sub-Cities of Addis Ababa
    (Addis Ababa Univerisity, 2013-11) Gebreyesus, Tsion; Lemma, Girma (Ato)
    The purpose of this study was to explore primary school teachers) perceptions and practices of continuous professional development in primary schools of five sub cities in Addis Ababa) in which teachers and CPD coordinators were participated. The study was focused on teachers) perceptions of CPD activities as well as their perceptions about its implementation. In order to accomplish this purpose) the following research questions were generated: what is the effect of CPD implementation on the practice of teaching) what is the effect of CPD implementation on teachers professional development need) what opportunities did CPD created in schools & what factors affect CPD implementation. This study tooks a multi-methods approac~ i. e. quantitative and qualitative researc~ in which the data were collected through a questionnaire for teachers and focus group discussion with school CPD coordinators. It was concluded in the study that most respondents were appreciated opportunities for CPD and valued the benefits of CPD for teachers and for schools as a whole. In addition) with a higher percentage) it was showed that CPD is a means of career development. The results and information provided here would be valuable for anyone who is interested in) as well as for those who are responsible for an improvement and implementation of CPD.
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    Pre - School Teachers’ Career Commitment in Private and Government Centers in Addis Ababa
    (Addis Ababa Univerisity, 2013-08) Berhanu, Hiwot; Lemma, Girma (Ato)
    The main objective of this study was to find out factors affecting the preschool teachers’ career commitment in private and government preschools. More specifically, it aimed to find out the differences and similarities of teachers’ commitment in private and government preschools; as well as those trained and untrained teachers in terms of their commitment to their teaching career; and further identified factors that affect teachers’ commitment in private and government preschools aimed at suggesting ways and means of improving preschool teachers’ career commitment. To conduct this study, descriptive survey and comparative research method was employed. Descriptive survey was used due to the large number of preschools included for the study. Comparative method was used to understand the difference and similarities between private and government preschools teachers in terms of their commitment to their job. For this purpose, samples were taken from 4 sub cities. From the 16 preschools included in the study, 8 of them are private and the remaining 8 are government. To select the preschools, simple random sampling was used as a sampling technique. Questionnaire survey, and interview were the main instruments used to collect the data. Data analysis was made by using statistical tools such as percentage, chi-square and rank order correlation coefficient to identify the GPT and PPT whether there are differences and similarities in their career commitment. The study observed that there are significant differences among the PPT and GPT in their career commitment and the factors that affect teachers’ career commitment in private and government preschools of Addis Ababa are identical. From these factors the most influential ones are mainly related to high work load and salary scale of both government and private schools, which make them not to be committed on their career/low morale. Thus salary scale for preschool teachers, especially for government preschools teachers has to be revised and upgraded as this will not only build their moral/reduce their frustration/but also reduce job turnovers. Balancing the work load of both private and government preschool teachers is also mandatory as it helps them to teach productively and also enhance their motivation.
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    Teachers' and Students' Attitude and Practice Tow Ards Mul Ticul Tural Education
    (Addis Ababa Univerisity, 2009-06) angigaw, Shew; Lemma, Girma (Ato)
    The purposes f thi tudy wa to a ses and understand the magnitude and level of attitude and practice t wards multicultural education by teachers and students in some selected private high r education institutions in Addis Ababa. Moreover it was conducted in order \0 understand the difference among teachers as well as among students on the Ie cI of attitude and practice they have. This research has also attempted to ee th presence of gender difference among teachers and also among students on their attitude and practice towards multicu ltural education. In this study a total of 298 teachers and students were taken as a sample. From this sample 58 of them were teachers and 240 were students. For a better understanding of the situation a mixed re earch method was employed with an emphasis on tr iangulation design. Questionnaire, FGD and observation were used as method of data collection. The mean va lue freq uency, percentiles and expected mean were used for analyzing the quantitative data while the qualitative data were thematically organized, categorized and examined to understand the emerging patterns of responses. Finally the results of this study sho\\ ed that the majority of teachers and students were found as having a good level of positive attitude and a higher level of practice which is advocated by the goals and philosophies of multicultural education. However from both, teachers and students proportions that cannot be taken as insign ifi cant have been found to have a negative inclination and a lower practi;e programs of multicultural education