Browsing by Author "Lemma, Girma (PhD)"
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Item Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools(Addis Ababa University, 2014) Lulseged, Zebenay; Lemma, Girma (PhD)The primary purpose of this study was to assess the academic performance of female students at Kirkos Sub-city primary schools and investigate factors affecting academic achievement of female students. Besides it tried to examine the relationship of academic performance with the major three independent factors, such as, school environment (facilities, teacher competency, and principal leadership); socio-economic status of parents, parental education and sex related factors. For data gathering, both quantitative and qualitative research methods were employed. The techniques used were questionnaires, focus group discussions, and interviews. A pilot study was conducted to assess the clarity of the items, the reliability and the feasibility of the instrument by using 30 students from primary school, who were from similar standard. The questionnaire was administered for 160 grade eight students at Kirkos Sub-City. The qualitative instrument constituted of document analysis, student records, and interview. SPSS 20.0 and Statistical techniques such as Percentage, frequency, Spearman's rho and t-test analysis were used for data analysis. The core results were that female students’ academic performance particularly at primary level (first Cycle) was better than that of male students. On the other hand, the same students, i.e., male students’ academic performance particularly at the second Cycle was better than that of female students. The research has identified that factors, such as, school environment (facilities, teacher competency, and principal leadership); socio-economic status of parents, parental education and sex related factors affected the academic performance of female students. The problems female students encountered were school environment, gender related factors, parental education, and socio-economic factors. In conclusion, the majority of problems female students encounter and 9 those factors that affect female students’ academic performance are school based factors and home based factors. Based on the findings, recommendations were suggested. In this respect school administration is responsible to facilitate school environment and fulfill learning materials that impede female students from achieving better results. The school administration is also expected to encourage parental involvement and work diligently to increase parental interaction at school, attempt to provide legal protection for sexual harassment that prevails in schools, encourage providing progressive gender focused tutorial programmes,Item Assessment of Principals' Supervisory Behaviors as Instructional Leaders: The Case of School Based Supervision in Pr mylary Schools of Arbaminch Town(Addis Ababa University, 2003-07) Dea, Paulos; Lemma, Girma (PhD)The purpose of the study was to investigate the status of school based instructional supervision in Government Upper primary Schools of Arbaminch Towl1. The study particularly, treats the practice of primm)' 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 pwpose, 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 primm)' schools of Arbaminch Towl1. 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 SIIch 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 supervisOl)' practices were ineffective. School principals were also inefficient in setting mutually s11pportive 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. '{'he 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 S1lpervisiol1 in order to bring professional growth of teachers and improve their instructional practice.Item Assessment of Principals’ Supervisory Behaviors as Instructional Leaders: the Case of School-Based Supervision in Primary Schools of Arbaminch Town(Addis Ababa University, 2013-06) Dea, Paulos; Lemma, Girma (PhD)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 practiceItem Assessment of teaching -Learning - Process in Preschools in West Shewa Zone, Oromia Regional State(Addis Ababa University, 2018-06) Abdulahi, Abdulhayi; Lemma, Girma (PhD)The purpose of this study was to assess the- teaching learning process in West Shewa Zone Preschools. To this end, qualitative research method was used for the study. Fifty six (56) preschool teachers and principals were taken as sample of the study by applying purposive sampling technique. Interview, focus group discussion (FGD) and observation checklist were used to get data from the target population. The result of the study shows that the common method of learning - teaching practiced in the classroom situation was teacher-centered which is inappropriate at the preschool level. The result of the findings indicates lack of professional experts and training in the area, lack of resource and other related facilities stuck them from implementation of appropriate teaching method in preschool. Finally, based on the findings and discussions some helpful implications have been provided. As inferred from the result of the study teachers in selected preschool were not implementing the common teaching learning method which needed in preschool - teaching learning due to different factors such as, overcrowded classes with a single teacher, lack of materials and facilities, lack of classrooms and lack of qualified teachers. Therefore West Shewa Zonal Educational Office, Woreda and other non-governmental organization must pay their attention to the preschool studentsItem An Assessment of the Integration of Environmental Education in to Selected Secondary School Subjects , two Ards Sustainable Development(Addis Ababa University, 2007-07) Wolde, Damtew; Lemma, Girma (PhD)The main obiective of this study was to assess the integration of E into both grade nine and ten biology and geography curriculum guides and students' textbooks, and in the actual teaching and learning process at North Shoa. On the one hand to assess the integration of EE into curriculum guides 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 grade 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 tests). The result showed that EE objectives (knowledge, skills, attitudes and participation), contents teaching methods, and evaluation techniques were not adequately integrated. The result from the 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, I (371) = 2.26, p < 0.05 t (371) = 2.00, p < 0.05 respectively. On the other hand, the mean difference between urban and real students were found insignificant, t (371) = 0.05, P > 0.05. And the ANOYA 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, t (371) = 1.04, P > 0.05, grade nine and ten students, I (371) = 0.11, P > 0.05, and urban and rural ones t (371) = 0.39,p > 0.05. The ANOYA 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 ano 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 .Item An Assessment of Traditional Islamic Education practices and Their Implications to Modern Education(The Case of Hamida Hadith School in Sinana Woreda, Bale Zone, Southeast Ethiopia)(Addis Ababa University, 2010-06) Muhammed, Muhiddin; Lemma, Girma (PhD)In Ethiopia tra ditional Is lamic education system have held for long and still continue to hold a significant place in the literacy development of the country. The study was primarily intended to examine some of the educational practices of traditional Islamic education in the rural area of Bale zone from the points of view of its implication fo r modern edu cation. The findings of the study were based on an ethnographic case s tudy of traditional Hadith School found in small village of Bale zone called Hamida. In the course of the study, information was collected from the Sheikh (teacher) and darasas (students) of the aforementioned sample school. Beside to the school members, former students and community member were included through purposeful (snowball) sampling. The necessary Information was gath ered using open ended interview, focus group discu ssion and observation . The findings of the study revealed that in the school, education was offered in a pedagogical design and approach that has fundamental simila rities to educational practices employed in contemporary ' modern secular education.Item Current Practice of Community Participation in School Improvement Program the Case of Gurage Zone General Secondary and Preparatory Schools(Addis Ababa University, 2015-01) Bereda, Abera; Lemma, Girma (PhD)The purpose of this study was to assess current practice of community participation and challenges that hinder its implementation in SIP a case of Gurage zone General secondary and preparatory schools. To conduct this study, mixed research approach of a Descriptive Survey method was employed. Sample secondary and Preparatory schools were selected by purposive sampling. Respondents from each department were selected by using simple random sampling and stratified random sampling techniques. Accordingly, 5(41.7%) Secondary and preparatory Schools of Gurage zone, 108 (42%) of sample secondary school teachers, sample secondary school principals, supervisors, GQIP experts, 27 PTSA, 27 SIC, 42 KETB of the respective secondary schools were selected as a samples. Questionnaire, interviews, observation and document analysis were the data collection tools, employed in this study. Having pilot tested the instruments; data were collected from teachers, PTSA, KETB & SIC members through questionnaires. Data from principals & educational officials responded interview. Data were analyzed and interpreted using both qualitative and quantitative techniques. Individual group means, weighted mean and one-way ANOVA were employed as statical tools to analyze data. The findings of this study showed that current practices of community was not close enough(adequate) cooperative effort in the implementation of SIP. The major factors which hinder current community participations in SIP were low community awareness to the program and financial constraints in the sides of the community and lack of leadership skill, poor communication, lack of community services and ineffective roles of school community (principals, teachers, PTSA KETB & SIC) towards empowering the community. These problems are to be minimized by strengthening school community relation; by giving training, enhance community awareness, providing community services, develop good school-community relation & communication. Finally school community (principals, teachers, PTSA KETB & SIC), zone and woreda educational official should identify problems and set different strategies to solve factors that hindering current community participation in SIPItem Enhancing School Effectiveness Through Educational Research in Guraghe Zone Secondary Schools: Challenges and Prospects(Addis Ababa University, 2009-06) Mamaru, Arega; Lemma, Girma (PhD)The attempt of the study was to diagnose and illuminate the current practice of GZSS in improving school effectiveness through SBER with the intention of suggesting and amplifying best practices and alleviating the challenges. To this end, both quantitative and qualitative research approaches were used for data collection and analysis. The subjects of the study were 187 teachers 6 principals, and 12, 4 and 2, WEO, GZED officers and GZTA chair and vice chairpersons respectively. Questionnaire was used to collect data from teachers. Interviews were held with principals and educational officers to complement the information obtained through questionnaire. Focus group discussion with 16 teachers from two schools and document analysis were made to validate and triangulate information from different sources. Descriptive statistics (mean, standard deviation and percentage), chi- square and total mean score were used to analyze quantitative data. The results of teachers' questionnaire, principals' interview and focus group discussion were found significantly consistent on the issues raised. However, discrepancy was observed between the results of educational officers' interview and the information from teachers' regarding teachers' readiness (perception and research competence) towards the role of SBER. Teachers' readiness towards SBER was found to be encouraging though 41.7% of them were engaged in SBER. Majority of the research works (47. 1%) focused on fragmented and specific classroom skills rather than unified school wide academic issues. The practice of identifying the cause of educational problems and seeking solutions with SBER was found at infancy stage in GZSS. The involvement and support of the principal and educational officers in promoting SBER in GZSS was found minimal and superficial. The major factors that impede teachers from involving in SBER were: unsupportive culture, luck of financial support, work overload and the lack of facilities of the school. Hence, it was recommended that the school principals and educational officers at various levels should create supportive research culture to overcome the challenges; short term practical refresher courses should be designed at WEO/ZED levels to capacitate teachers' research competence, principals and the educational officers at WEO/ZED or REB should scale up best research works through structured experience and best research performers should be motivatedItem 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 University, 2012-09) Moges, Molalegn; Lemma, Girma (PhD)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.Item 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 University, 2012-06) Geta, Mohammed; Lemma, Girma (PhD)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 educationItem An Investigation on the Relationship between Achievement Goal Orientation, Approaches to Learning and Academic Achievement: the Case of Bong a College of Teacher Education.(Addis Ababa University, 2012-06) Geta, Mohammed; Lemma, Girma (PhD)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. Moreover, future research in the area is recommended.Item Involving Teacher Trainees in Planning and Implementing a Lesson to Promote Active Learning ( the case of Aysaita Teachers College)(Addis Ababa University, 2012-06) Mehari, Seyoum; Lemma, Girma (PhD)A large number of thesis and dissertatiolls are published each year in Ethiopia. But there is still a shortage of studies that show the issue of lesson plan assumption that asserts studellts' active illvolvemellt ill plOllllillg a lessoll. Sillce the begillllillg of modern ellucatioll, lesson plan preparatioll has beell so 10llely left for teachers. However, the lIature of educatioll shows that teachillg allli leamillg are complimelltary activities just as ill the case of Positive alld Negative polarities of Electricity or North alUl South poles of Maglletism The school system, despite this fact, remaills authoritative agaillst studellts' active illvolvement ill plallllillg their lessoll particularly those recruits at colleges alld ulliversities who are the-would be teachers. In plaill lallguage, the study is illterested ill illvestigatillg how students allli teachers could be actively illvolved ill plallllillg a lessoll. The participallts of the study are teacher educators allli teacher trainees at Aysaita College. Participants were taught llOw to plall their lessoll before commencemellt of regular classes by devotillg all extra time. Primarily, the study adopted qualitative design allli supplemelltell by qualltitative data as well. Data collection illstrumellts comprised: illterview with individual teachers; admillisterillg questiollnaire to studellts as well as teacher educators; observatiolls alld library attendallces. Qualltitative data were gathered from 37teacher trainees alld 20 teacher educators allli allalyzed usillg paired sampled t test and simple percelltage respectively. The major findillgs of the study revealed that studellfs illvolved ill plallllillg a lesson were familiar with the topic, objectives, types of methods, aids, assessments employed alld references from where studems can make readillgs and notes. III tum, this led students to present, discuss, and argue their lIotes actively, cOllsolidate their Il/Illerstanding alld cOllstruct their kllowledge durillg the implemelltatioll process. This study is cOllceived ill the hope of promotillg 011 active teachillg alld leamillg ill Aysaita Teachers College. The topic is almost virgill, alld the lIeed for further researches alollg this topic is acute.Item Mental Skills Training Program Implementation and Its Impact on Performance Enhancement among Long Distance Runners in Ethiop ia(Addis Ababa University, 2010-06) Shishay, Fitsumbrhan; Lemma, Girma (PhD)The purpose of this study was to assess the Mental Skills Training Program Implementation and Its impact on Perfo/mance Enhancement among long distance runners of Ethiopia. The methodology employed was descriptive study method. 1 00 athletes were selected from 10 firs t division long distance athletics sport clubs. And the athletes from each club were selected by simple random method of sampling. A Ques tionnaire with a total of 25 questions was distributed to the sampled athletes and was retumed after properly filled. Focus group discussion interviews also conducted with 30 alillpres who were purposefUlly selected from 5 clubs of the 10 athletics clubs of reseu rch sample. 10 coaches of selected clubs and five lecturers of sport science from AAU & KeTE were also participating in the interview. The res ults of the questionnaire were analyzed using descriptive s tatistics; frequency counts, percentage, mean, and grand mean and simple narratives were used as data analysis techniques. The results of the s tudy indicates, there is a problem related to mental skills training program in giving emphasis to it parallel with the physical aspect of sport training by coaches. And the coaches are not aware about MST. Moreover the re is no efficient use of MST by the athletes due to less support from their coaches. This is firstly due to lacle of awareness and attitude of the coaches and secondly the sport administrators' low attitude and less emphasis to the MST program. Based on these findings, the possible solutions are the lack of awareness and a ttitudes about MST by coaches and sport. administrators should be changed through consistent seminars and awareness creating trainings. The researcher concludes that the re is lacle of awareness and attitude about the MST program implementation and its impact in performance improvement. Due to the failure of unde rstanding how to implement MST program, the athletes fail to solve different psychological injuries and problems which happen during/ after training or competition.Item Nurses’ Practices in Addressing Psychosocial Problems of Patients with Physical Illness: A Case in Armed Forces Referral and Teaching Hospital(Addis Ababa University, 2014-11) Nigussie, Fikirte; Lemma, Girma (PhD)The purpose of the study was to explore nurses’ practice in addressing the psychosocial needs of patients with physical illness in the Armed Forces Referral and Teaching Hospital. The researcher used qualitative research method to identify whether nurses in this hospital address the psychosocial needs of patients while caring for their physical needs. Focused group discussion, in-depth interview and non participant observation were used as tools to collect the data. The finding indicated that patients did not get opportunity to discuss and express their feelings in the process of their care and treatment. It also showed that providing psychosocial support is not considered as one of the responsibilities of nurses in the hospital. The practice of addressing patients’ psychosocial problems along with physical care need is almost nonexistent. The whole round discussions the nurses supposed to have with their patients usually focuses on the physical illness the patients experience rather than psychosocial support which is also crucial in the caring process. The nurses’ workload and lack of knowledge and skill to identify and manage psychosocial problems at an early stage were as well found to be limiting factors that hindered attending to patients’ psychosocial needs. Based on the findings, some recommendations are forwarded.Item Peer Group Influence, Alcohol Consumption and Academic Self Esteem of Adolescents in North Shoa Zone; the Case of Ataye Secondary School(Addis Ababa University, 2014-06) Nega, Tilaye; Lemma, Girma (PhD)This study examined the relationship between peer group influence alcohol consumption and academic self esteem of adolescents in Ataye secondary school for this purpose data was taken from 179 grade nine students . In order to achieve this objective correlational research design was employed through quantitative data (self administered structured questionnaires ). The analysis employed SPSS version 20 to calculate Pearson correlation coefficient , independent sample t-test and multiple regression .The Pearson correlation results indicated that peer group influence is significantly negatively correlated with adolescents' alcohol consumption (as peer group influence increases alcohol consumption decreases) but it is not important variable in determining their academic self esteem, and alcohol consumption is significantly negatively correlated with their academic self esteem (as alcohol consumption increases academic self esteem declines) The t-test result also indicated that , there is no gender difference in alcohol consumption and academic self esteem of adolescents .The regression analysis revealed that, the demographic variables of age has no unique contribution to their academic self esteem but alcohol consumption uniquely contributed for the variations in academic self esteem . Generally based on the finding conclusion drawn ,recommendations and suggestions were made for Ataye secondary school administrators ,teachers ,parents and students themselvesItem Perception and Practice of Teachers in Continuous Professional Development in Five Sub-Cities of Addis Ababa Presented(Addis Ababa University, 2013-11) Gebreyesus, Tsion; Lemma, Girma (PhD)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 approach, i.e. quantitative and qualitative research, 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 inte rested in, as well as for those who are responsible for an improvement and implementation of CPD.Item Practices and Challenges of Cooperative Training in Tvet Institutes and Companies in Gurage Zone(Addis Ababa University, 2014-05) Endashaw, Desalegn; Lemma, Girma (PhD)The main objective of this study was to assess the practices and challenges of cooperative training (CT) in technical vocational education &training (TVET) colleges and companies in Gurage zone. To conduct this study descriptive survey design was employed. Stratified random sampling and purposive sampling techniques were used to select sample TVET colleges and respondents. Accordingly, 2(50%) of TVET colleges in Gurage Zone, 36.6% & 20% of the sample TVET trainers and trainees respectively, sample TVET college deans, V/deans, supervisors and company managements were included in the study. Questionnaire, interview, observation checklist, and document analysis were data collection tools employed in this study. Having pilot tested the instruments; data were collected from trainers and trainees through questionnaire. The data are analyzed and interpreted quantitatively as well as qualitatively. Data from management of companies and college through interview. Percentage, individual group mean, weighted mean, and One-way ANOVA were employed as statistical tools to analyze data. The findings of this study revealed that the trainers are not qualified and experienced; stakeholders have no adequate awareness on the purposes, objectives, and the implementation process of CT. The involvement of companies in Planning, Implementing and Evaluating CT was low; enrollment of trainees was not implemented as indicated in the national TVET strategy, and shortage of CT offering companies were high. Un similarity of activities during CT with the activities in the world of work was major factors that affect the implementation of the program, lack of collaboration between stakeholders, lack of capable supervisor, lack of appropriate machines and training materials, shortage of budget, lack of promotion activities, lack of training for trainers, and lack of subject matter and pedagogical knowledge of trainers moderately affected implementation of CT program, and lack of transportation service during CT. based on the findings and conclusions, the following points were recommended to address the existing challenges in the zone under study; staff development in the college; organized TVET systems in companies and TVET colleges; raise-social awareness about the importance of CT in the zone for all stakeholders should seriously be considered; and the TVET colleges strives to implement trainees enrollment as indicated in national TVET strategy. Necessary facilities should also be fulfilled. In addition, further studies should be carried out on the relevance of the curriculum. Besides, strengthen the labor market information system; enhancing supervisory and professional support for companies; offering opportunities for further education for trainers are issues to be addressed in future researchesItem Pre - School Teachers’ Career Commitment in Private and Government Centers in Addis Ababa(Addis Ababa University, 2013-08) Berhanu, Hiwot; Lemma, Girma (PhD)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 motivationItem Prospects and Problems of the Implementation of Policies on Special Needs Education in Ethiopia: The Case of Snnpr(Addis Ababa University, 2006-06) Tirago, Tefera; Lemma, Girma (PhD)The lIIuiIlIJlII'j}(J.H' (?If/U.! study was 10 make lIlI il1l1C.\'liKlIliol1 Oil ,\pccialneeds educatiol1 system in Keiter,,' lind hlelllj/i' (he /1/05{ pressing problems Ihut affect the implementation (~f policies Oil special l1eed,' edllcatiol1, us well us indicate direcliol1 ;11 Ihe area in which more effort ulld c011siderutions are required for improving the existing problems in provision (?f special need.'i education iJ1/he regio/1 The ,\'llfl~V was designed 10 answer three basic questions. These are: }, What are the major . .fllt/ors Ihul l{lleCl 'he imp/em entation of ,\pedal l1eec!.\' educatiol1 policies af regional lel'etJ 2, Who/ure the ex/ellIs o/coverage and access to .\pecia/ needs education ill this region? 3. What strategies shuuld he employed to offer basic education/or all disabled children' The deserl/Hive survey approach was employed and bOlh primary Gnd secondary sources q( data urc used The result of the study generally shows that access and coverage lor special needs education are negligible. Tho! is the averuge estimated participation rate for special needs educutiull is 0.2% between 200010J and 2003104. The pallem in access to education has shown improVemei'1. ill 201J./IOj olld the estimated participation rute was 0.3%. . Over the past jive years the participatiun rate jill' special need,' education was 0.3%.. The regional participation rate lor special needs educution was obtained by lIsing WHO conservative crude estimation oI I U% prevalence rUleji'o/11 uny pOp!!/alioll because there is 110 estimated stalistical dala a/persolls wilh disabilities in the region. It is noted that in almost half of the zones (and special woredas) there is no .Ipecial need., educulhJ11 proy,rU!1/. Besides. the existing jpecia/ needs education access is dominated by hearing impairment education program; if comprises more than 77%from (he existing programs. /n the region most people have awareness problem about special needs education and aboUl persons • with disabilities. Also, decision makers, planners and educational experts have lock 0/ aware,!ess conceming policies of special needs education. As the result of this, there is no strategic plan to implemcnt .\peciulneeds education policies ill the region. Fi110lly, creating el1abling policy environment, inclusive education, using existing primar)' schools building, parfl1ership and mobilizing resources, communily sel1sitization, strengthening of. early childhuod education, and teacher educatiun are recommended as i11lerventiullS jor promoting equifllhle access 'and to offer basic education lor all children with special needs (disabilit iesj.Item Psychosocial Experiences of Podoconiosis Patients' the Case of Wolayta Zone(Addis Ababa University, 2010-07) Dominiko, Tesfatsion; Lemma, Girma (PhD)The main purpose of this study was to assess the psychosocial experiences of podoconiosis patients. To this end, the study examined the psychosocial experiences of 120 podoconiosis patients of which 12 purposively selected podoconiosis patients participated in the in-depth interview. Each patient's were selected from patient register docwnent by using systematic sampling. The instruments employed in the study were interviewer administrated questionnaire and semi structured interview. The questionnaire includes Rosenberg Self-Esteem scale, SRQ20, and Likert scale type questions developed by the researcher. Methods of data analysis employed in the study were descriptive statistics, bivariate correlations, one way ANOV A and multiple regressions. The results of quantitative and qualitative analyses of the data disclosed that podoconiosis patients experience negative social experience like displacement, interpersonal relationship problems, marriage problem, decision making problem. The patients have low selfesteem and high mental distress. Males experience more negative social experience and high mental distress than females, and the older age group patients' experience less negative social experience and mental di stress than younger podoconiosis patients. The self-esteem of the patients decreases when their educational status increases whereas mental distress decreases with increasing education level. When the severity level of the patients increases their negative social experience and mental distress increases. Sex and severity level have positive correlation with social experience and mental distress whereas age of the patients is negatively correlated with the social experience and mental distress. Physical disability, economic challenge, absence of counseling service, bad smell of the leg, societal negative reactions were the major problems which hinder podoconiosis patients to integrate into the wider community. Performing religious rituals, discussing with family, friends and relatives, and aggressive way of acting are some of the coping strategies used by the patients to manage their stress. On the basis of the findings the study finally provided discussions. Providing counseling service for podoconiosis patients, integrating the disease into the health care system of the country, and civil societies and professionals should play their part to address the psychosocial problems of podoconiosis patients are among the reconmlendations provided based on the study.