Browsing by Author "Mengistu Dargie"

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    Assessment of Farmers' Access to Flood Forecast Information and its Impact on Household Food Security in Ilu Woreda, Upper Awash Basin, Ethiopia
    (Addis Ababa University, 2024-09) Mengistu Dargie; Desalegn Yayeh (PhD)
    Flooding is a significant natural hazard in Ethiopia, particularly affecting rural agricultural communities. Floods damage crops and infrastructure and worsen food insecurity by disrupting livelihoods. The absence of timely flood forecast information further heightens vulnerability. This study assesses farmers’ access to flood forecast information and its impact on household food security in the flood-prone Ilu Woreda. A mixed-method descriptive research design was employed, integrating both quantitative and qualitative approaches. The quantitative data were collected from 309 households selected randomly from the Wererso Kelina and Mulo Satay kebeles using structured questionnaires. The sample size was determined using Yamane’s modified formula, yielding a proportional representation of households. Qualitative data were gathered through focus group discussions to gain deeper insights into community perceptions and responses to flood forecast information. Data were analyzed using statistical methods, including descriptive analysis, logistic regression for quantitative data, and thematic analysis for qualitative data. Logistic regression was used to identify factors influencing access to flood forecast information and its impact on food security, with variables such as education, gender, access to media devices, and farm size. The study found that 75.7% of households did not receive any flood forecast information ahead of flooding events, and access to such information was influenced by the level of education, gender, and ownership of media devices. Households led by male heads and those with higher education levels were more likely to have access to forecast information. Despite 42.4% of households possessing at least one media device, only a small proportion utilized these devices to receive flood forecast information. Among households with access to forecast information, 68% reported that it helped them to take flood preparedness measures. Households with access to flood forecast information were found to be 90% less likely to experience food insecurity. The study also revealed high levels of food insecurity, with 78% of households categorized as moderately food insecure. The impact of floods on agricultural output, coupled with limited access to flood forecasts, contributed significantly to the food insecurity levels in the region. Constrained access to flood forecast information recommends that stakeholders involved in disseminating forecast information assess their communication approaches in a manner that messages reach and have an impact on end users in vulnerable areas.
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    Exploring Factors that hinder Students’ Speaking Skills: The Case of Safari Academy and ROFAM High School (Addis Abeba)
    (Addis Ababa University, 2024-05) Mengistu Dargie; Alamrew G/M (PhD)
    The purpose of this studywas to examine grade 12 high school students’ English language speaking proficiency and thereby explore factors that hinder or facilitate students’ speaking skills. Participants of the study were 64 grade 12 students from Safari and ROFAM private high schools in Addis Ababa. The statistical data obtained from one sample t-test (t= -5.87, SD= .28, SE= .04 and p=.000) showed that English speaking skills were not developed by students. This implies that the English language speaking proficiency of 12 graders in the two sample schools was on average below the expected level as the obtained mean (m= 2.79) is less than the expected mean (m=3.00). Findings from the data revealed reasons for the lack of English language proficiency. To mention some of them, students’ problem of linguistic proficiency, inadequate vocabulary, lack of grammar usage, pronunciation and literary competence. Students also had problem of fear, shyness, anxiety, attitude inhibition, confidence, and exposure of speaking English. What is more, students had tendency to use their mother tongue. Teachers were also required to be model in terms of speaking skills so that they could influence their students. They were responsible to encourage their students which could help the students to improve their speaking skills using their potential. The study investigated gender distribution, age, years of service, educational qualifications, and factors affecting English language teaching and students' speaking performance among 29 teachers. Results showed a significant gender imbalance (89.7% male) and a predominance of mid-career teachers with 11-20 years of service (93.1%). Most teachers held a First Degree (62.1%) or an MA Degree (37.9%). Key factors influencing students' speaking skills included teacher encouragement, socio-economic backgrounds, and psycho-social issues like anxiety. Correlations revealed that students' backgrounds and challenges significantly impacted their speaking abilities and awareness. The findings highlight the need for targeted strategies to address these influencing factors.According to interviews from the student textbook's speaking topics often lack real-world relevance and cultural diversity. Activities could be more engaging with more practical, everyday scenarios and interactive, group-based tasks. Incorporating current events and diverse perspectives would make speaking exercises more engaging and applicable to real-life conversations.