Browsing by Author "Melaku Wakuma"

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    A Multi-Dimensional Interactive Approach to Continuous Professional Development: An Exploratory Case Study of English Language Teacher Educators
    (Addis Ababa Unversity, 2011-07) Melaku Wakuma; Teshome Demissie
    The purpose of this study was to explore the CPD undertakings in the Department of Foreign Languages and English Education (FLEE) of College of Teacher Education, AAU, and test the Collaborative-Observation-Reflection-Appraisal (CORA) approach to CPD that was named as Multi-Dimensional Interactive Approach to CPD for the sake of clarity. To this end, non experimental design of classroom based exploratory qualitative case study in which four cases were selected using purposive sampling technique facilitated through snowball and theoretical sampling was conducted. In this process, semi structured in-depth interview, video assisted self appraisal of recorded lessons, as well as video supported peer observation and reflection were carried out. The semi-structured interview had also addressed other relevant informants from the College. To widen understanding, a questionnaire was distributed to other teacher educators who were teaching in the undergraduate program and were not the cases of the study. All the instruments were piloted at Kotobe College of Teacher Education. The feedback obtained from all the instruments including self as well as peer reflections on the lessons were transcribed, coded, organized under major themes, analyzed, interpreted and presented under two broad categories: holistic or within case and across cases. The finding identified diverse themes that were factors to enhance or retard professional development of the teacher educators. Accordingly, the belief of most of the teacher educators was not in consistent with the current learning theory. On top of this, the prevailing professionalism was the old rather than the transformative. A lot of potentials that would have contributed to the professional development of the teacher educators, too, were not exploited. Nonetheless, there were exceptional cases and tenets that were aligned with modern learning theory that would have been exploited given conducive atmosphere was created and awareness was raised. To address the problems identified in the course of the study, different recommendations were offered. Concerning the tested approach, promising developmental incidents and evidences were obtained. The self appraisal of the recorded lessons resulted in critical scrutiny into one’s teaching in which the partners gained knowledge as observed from their reflections and the recorded learning logs. The peer observations and professional discussions that accompanied the self-appraisal were also developmental. As a result, the proposed approach indicated that it had the potential to break the ‘individualism’ that reigned in the Department and generate learning in collaborative environment.
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    An Investigation of Adequacy of Speaking Skill Assessment Questions in the Ethiopian University Entrance Examination (EUEE) to Project the Communicative Capacity of Students
    (Addis Ababa University, 2023-05) Fikru Ashenfi; Melaku Wakuma
    This research study aimed to investigate the adequacy of speaking skill assessment questions in the Ethiopian University Entrance Examination (EUEE) and their ability to effectively measure students' communicative capacity. A mixed methods approach was employed, with a sample of 50 freshman students from three universities by utilizing convenience sampling technique. The objective was to assess students' perception of the speaking assessment questions and its effect in projecting students speaking capacity. Quantitative data were collected through a structured questionnaire using Likert scale questions. While qualitative data were gathered through open-ended questions, content analyses of past speaking skills assessment questions and interviews to English teachers were also conducted. The findings revealed varying perceptions among students, with some considering the questions effective but others expressing concerns about format, authenticity, and representation of language skills. In line with this, the study put forward working recommendations based on the findings. The study highlighted the need for a more balanced approach, including a wider range of speaking tasks and integration of real-life communicative situations. By addressing the identified gaps and incorporating student feedback, the EUEE English examination, particularly the speaking skill questions, can measure students' communicative capacity and align with language proficiency development goals. Overall, this study emphasizes the need for improvements in speaking skill assessment questions in the EUEE to ensure a comprehensive evaluation of students' speaking abilities.
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    Comparative Study of the Effect of Inductive Versus Deductive Grammar Instruction on Students' Comprehension of English Verb Tenses: Grade Nine in Focus
    (Addis Ababa University, 2013-06) Thomas Feredegn ; Melaku Wakuma
    While there is generally great controversy over how a target language is taught in the contemporary language classrooms, the question arises as to what type of grammar instruction is deemed effective is inevitable. The purpose of this study, therefore, was to examine whether inductive grammar instruction is more effective than deductive one in enabling students to comprehend the English verb tenses. To this end, experimental research design was used, and it was conducted during second semester of 2013 academic year. The subjects of the study were 64 grade nine students of Higher 12 Secondary School which was chosen out of five High Schools in YekaSub-city via convenient sampling technique. The subjects of the study were put in to two groups: the experimental group and the control group. The former was taught 5 English verb tenses with inductive approach, whereas the latter was administered the same items like the experimental group but subjected to deductive approach. As for research instruments, three devices were mainly employed: the inductive approach treatment designed in the form of lesson plans for the experimental group, pre-test and post-test which both consisted of 20 items of multiple choices, yet with different purposes the . The pretest was used to confirm the homogeneity of the two groups from the outset, while the post-test was employed to compare the significant difference of the group at the end of the experiment. At the beginning of the experiment, the mean scores of the pre-test of the experimental and the control groups revealed that the two groups were significantly homogenous on their comprehension level of the English verb tenses at P<0.05 significance level. After instructional treatment, however, the mean scores of the post-test revealed that experimental group statistically outperformed the control group at the given significance level. In other words, the findings of the study showed that inductive approach is exceedingly effective than deductiveone in enabling students to get grasp of English verb tenses. It was also found that the high and low achievers in the experimental group outperformed their counterparts in the control group. This is meant that inductive approach not only handy for high achievers, but it is also helpful for low achievers, too. Therefore, it is recommended that all stakeholders who directly or indirectly engage in language teaching should encourage inductive grammar instruction and other innovative language teaching approaches so that our students deservedly benefit from them.
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    English Language Teaching (ELT) Program Evaluation of Teacher Training Institutes (TTIs) with Reference to Assela Teacher Training Institute
    (Addis Ababa University, 2001-06) Melaku Wakuma ; Tashome Demissie
    Program evaluations enable to identify areas of strength that need reinforcement and weaknesses that indicate directions for the timely correction to be taken before they are too late. To this end, this paper attempts to evaluate English language teaching program of teacher training institutes (TTIs) with reference to Assela TTl. Three basic evaluation questions - whether or not the trainees have adequate program and whether the program brings about the required professional development - were raised in this study. In this process, the discussion 'of the recommended training model, the Reflective Model, in relation to the other models revealed that radical and important changes have taken place. Survey of the training materials, the Practical English Teaching course books volumes 1 and 2, the Methodology and Language practice manuals, revealed that the materials incorporate important components meant for the desired professional development. Furthermore, the evaluation pursued the Objective and Illuminative models from the various options so as to conduct as comprehensive evaluation as possible. In this process, a valid and reliable test was designed and given to 230 trainees. Classroom observations of the four ELT trainers of the institute, at least five periods each of the three trainers and three of the one, 12 micro-teachings of student teachers and 20 classes of 10 student teachers were made. Teacher educator's questionnaire was also utilized. The achievements of the trainees test indicated that the English language proficiency of 48% of the subjects is below the required standard that is obtained from the performance of the testees. Similarly 66% of the micro-teaching and 50% of the teaching practice observations revealed that the appropriate use of English in the teaching - learning process is below adequate. The feedback of all the trainers also confirmed that the trainees lack the required English language proficiency,Concerning the required professional development, the facilitating role of the teacher was 50% and 45% below adequate in the micro-teaching and the teaching practice, respectively. Since 70% of the teaching practice and 100% of the micro teaching were also not planned, the skill of planning is also at risk. Likewise, 42% of the micro-teaching and 40% of the teaching practice revealed that the questioning techniques were below adequate. Regarding evaluations, although the tra inees evaluate the teaching-learning process of the micro-teaching and teaching practice adequateiy and aimost adequateiy, the trainees are evaluated neither by their fellow trainees nor the cooperative teacher during teaching practice. The evaluation of the ELT trainer is also not adequate. Therefore, inclusion of more language courses, considerations that should be made with regard to the selection criteria, increasing duration of training, providing more practice opportunities, creating context for reflections, arranging tutorial classes and orientations to some concepts such as evaluation, reflection and teacher development are recommended.
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    A Multi Dimensional Interactive Approach to Continuous Professional Development: An Exploratory Case Study of English Language Teacher Educators
    (Addis Ababa University, 2011-07) Melaku Wakuma ; Teshome Demissie
    The purpose of this study was to explore the CPD undertakings in the Department of Foreign Languages and English Education (FLEE) of College of Teacher Education, AAU, and test the Collaborative-Observation-Reflection-Appraisal (CORA) approach to CPD that was named as Multi-Dimensional Interactive Approach to CPD for the sake of clarity. To this end, nonexperimental design of classroom based exploratory qualitative case study in which four cases were selected using purposive sampling technique facilitated through snowball and theoretical sampling was conducted. In this process, semi structured in-depth interview, video assisted selfappraisal of recorded lessons, as well as video supported peer observation and reflection were carried out. The semi-structured interview had also addressed other relevant informants from the College. To widen understanding, a questionnaire was distributed to other teacher educators who were teaching in the undergraduate program and were not the cases of the study. All the instruments were piloted at Kotobe College of Teacher Education. The feedback obtained from all the instruments including self as well as peer reflections on the lessons were transcribed, coded, organized under major themes, analyzed, interpreted and presented under two broad categories: holistic or within case and across cases. The finding identified diverse themes that were factors to enhance or retard professional development of the teacher educators. Accordingly, the belief of most of the teacher educators was not in consistent with the current learning theory. On top of this, the prevailing professionalism was the old rather than the transformative. A lot of potentials that would have contributed to the professional development of the teacher educators, too, were not exploited. Nonetheless, there were exceptional cases and tenets that were aligned with modern learning theory that would have been exploited given conducive atmosphere was created and awareness was raised. To address the problems identified in the course of the study, different recommendations were offered. Concerning the tested approach, promising developmental incidents and evidences were obtained. The selfappraisal of the recorded lessons resulted in critical scrutiny into one’s teaching in which the partners gained knowledge as observed from their reflections and the recorded learning logs. The peer observations and professional discussions that accompanied the self-appraisal were also developmental. As a result, the proposed approach indicated that it had the potential to break the ‘individualism’ that reigned in the Department and generate learning in a collaborative environment.
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    The Effect Of Process Approach on the Paragraph Writing Skof Grade 11 Students' At Tulu Dimitu Secondary School
    (Addis Ababa University, 2024-05) Meseret Zewdu; Melaku Wakuma
    This quasi-experimental study at Tulu Dimitu Secondary School examines how the process approach affects students' ability to write paragraphs in Grade 11. The study sought to assess improvements in students' paragraph writing skills as a result of a process approach intervention. A systematic random sampling procedure was used to select 54 participants from two parts of 108 sampling individuals. There were 27 participants in the experimental group in the first section, while 27 learners formed the control group in the second. After pretests were administered to both groups to establish baseline proficiency levels, the experimental group received treatment for four weeks. After that, post-tests were given to both groups to gauge any changes brought about by the intervention. .The study used a 95% confidence interval with 5% alpha, an analysis of independent samples t-tests after the process approach intervention showed <0.001 pvalue, which is <0.05 of the alpha, indicating that the intervention had a statistically significant impact on the experimental group. These results point to the effectiveness of the process approach on paragraph writing skills and supported the alternative hypothesis. As a result, recommendations were given
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    The Influence of Poor Handwriting on Students’Academic Performance in Abala High School Grade Ten in Focus
    (Addis Ababa University, 2024-08) Nuredin Abdella; Melaku Wakuma
    This study was conducted to evaluate the consequences of poor handwriting on the academic performance of students in the 10th grade at the Abala Secondary School. Writing by hand is referred to as language. It serves as a mirror that reflects each person's creativity, aptitude, patience. The goals of the study included identifying characteristics of learners' handwriting, factors that affect learners with poor handwriting, and finally identifying the effects of poor handwriting on academic performance. The sample size of 246 respondents, consisting of 34 teachers, 2 head teachers, and 210 students, was obtained through the technique of probable sampling.A combination of interviews and observations were used to gather qualitative data. On the other hand, open-ended and closed-ended questionnaires were used to gather quantitative data. Pie charts, graphs, and tables were used to display the findings of data analysis. The results showed that even if poor hand writing is affected on students’ performants’, the majority of respondents thought that students with poor handwriting could improve their handwriting. And, finally, the need to include handwriting instruction in the national curriculum.