Browsing by Author "Misso, Gemechu"

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    Assessment of Factors Affecting Teachers' Engagement In Conducting Educational Research In Colleges of Teacher Ed"Ccation In Oromiya Regional-State
    (Addis Ababauniversity, 2006-06) Misso, Gemechu; Hussien, Abdulaziz (PhD)
    This Sfll{Z\ ' was aillled at assessing factors ajJectillg teachers' clwagelllcllt in cOllductillg educational research. III order to lIIeet this plflpose, sOllie hasic questioll ' were raised regardlllg lIl1ell/pts lIIade hy the teachers to ulldertake research alld factors that halllper research acti\'ities ill eTE of Orollliya, Basic questiolls related to basic research kno II 'ledge. research \Vork plan. opportullity to get research copies, alld research \l'Ork disselllillatioll lI 'ere also raised. The study ell/ployed slflTey as mC!thod of illvestigatioll alld simple ralldom sall/plillg technique for selectillg those who took part ill the stuc(r, Questiollnaire . illterviell' and focll oroup discussion lI'ere IIsed as tools of data gatherillg. According(}', the overall sun'e." revealed that lack of [til all cia I, material ((lid hUll/an illputs alld shortage of sOll/e services alld lack offacilitatillg cOllditiolls made difficllll teachers' engagelllellt ill educatiollal research ({Clivities, Thus it \I'as concluded that the abo\'e factors are impedimellts that made research activities difficult ill colleges of Teacher Educatioll concemed. Thlls, the recommendatioll for addressing these issues illclude creatillg fen 'orable cOllditiolls by alloc((tillg suffiCient [tnancial resource, hiring additional teachillg stajJ alld part till/er. strengthellillg the link betweell RPO at erE alld Office of Research Team at ORE, ratifyillo a charier at regiollal level, which gives value to research ill teachers' professional proll/otioll, C/:;atillg close cOlllacts between different eTE and Universities for experiential exchange, organi:illg research groups of teachers, and formulating guideline to intensively folloll' up teachers' ellgagement in research \Vork.
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    Status of use of Scientific Procedures in curriculum development in agricultural colleges undergraduate Program of public Universities in Oromia, Ethiopia
    (Addis Ababa Univerisity, 2015-04) Misso, Gemechu; Dufera, Derebssa(Professor)
    The study was aimed at assessing and analyzing the process of the development of curriculum in operation in Colleges of Agriculture in four public Universities in Oromia, Ethiopia. To this effect, the following research questions were raised: - (1) To what extent were the scientific phases of curriculum development used in the process of developing curriculum for CoA in public Universities? (2) To what extent was the involvement of direct and indirect stakeholders in the development of curriculum for CoA? (3) To what degree are the components of the curriculum in operation relevant in terms of addressing local and global conditions, enabling candidates to develop capabilities in agricultural problem solving activities? (4) What shortcomings are there and which direction to go? Four experts at Ministerial and Regional Bureau levels, four Directors of Colleges of Agriculture, eight Team leaders, and 232 teachers (248 together), and 164 graduating class candidates were included in the population in seeking answers to the research questions. Questionnaires, document analysis, and in-depth interviews were instruments used for the data collection; where mixed methods approach was employed and used in this study. Frequencies, percentiles, mean, chi-square, and p-values were used for statistical treatment of the data. The responses collected through questionnaires were tabulated and calculated using SPSS. Discussions, findings, conclusions, and recommendations were made in light of analysis of data; supported by evidences from document analysis and interviews. In this study, it was found out that curriculum research including needs assessment, application of scientific curriculum development procedures were overlooked; consultation with policy makers, experts, teachers, students, and other stakeholders to develop responsive curriculum were deemphasized
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    Status of Use of Scientific Procedures in Curriculum Development in Agricultural Colleges Undergraduate Program of Public Universities in Oromia, Ethiopia
    (Addis Ababa University, 2015-04) Misso, Gemechu; Dufera, Derebssa (Professor)
    The study was aimed at assessing and analyzing the process of the development of curriculum in operation in Colleges of Agriculture in four public Universities in Oromia, Ethiopia. To this effect, the following research questions were raised: - (1) To what extent were the scientific phases of curriculum development used in the process of developing curriculum for CoA in public Universities? (2) To what extent was the involvement of direct and indirect stakeholders in the development of curriculum for CoA? (3) To what degree are the components of the curriculum in operation relevant in terms of addressing local and global conditions, enabling candidates to develop capabilities in agricultural problem solving activities? (4) What shortcomings are there and which direction to go? Four experts at Ministerial and Regional Bureau levels, four Directors of Colleges of Agriculture, eight Team leaders, and 232 teachers (248 together), and 164 graduating class candidates were included in the population in seeking answers to the research questions. Questionnaires, document analysis, and in-depth interviews were instruments used for the data collection; where mixed methods approach was employed and used in this study. Frequencies, percentiles, mean, chi-square, and p-values were used for statistical treatment of the data. The responses collected through questionnaires were tabulated and calculated using SPSS. Discussions, findings, conclusions, and recommendations were made in light of analysis of data; supported by evidences from document analysis and interviews. In this study, it was found out that curriculum research including needs assessment, application of scientific curriculum development procedures were overlooked; consultation with policy makers, experts, teachers, students, and other stakeholders to develop responsive curriculum were deemphasized. Key words: Curriculum, Curriculum development, Curriculum management, Agriculture, Public Universities, Scientific phases of curriculum