Browsing by Author "Mulugeta, Fekadu"

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    The Effect of School Feeding and School Input Supply (SFSIS) Intervention on Enrollment, Absenteeism, and Test Score in Lideta Sub-city, Addis Ababa
    (AAU, 2021-12) Isaac Abraham; Mulugeta, Fekadu
    This research aimed to assess the effect of the School Feeding and School Input Supply (SFSIS) Program on enrollment, attendance and test score of primary public-school children in Lideta sub-city. Quantitative and qualitative research approaches were employed to investigate the research questions. One hundred thirty-four school children in grades 2 to 8 participated in the research. School rosters and attendance register documents were sources of quantitative data. Qualitative data was collected using Focus Group Discussion (FGD), Key Informant Interview (KII), and direct school observations. The study applied trend analysis to investigate the changes in enrollment before and after implementing SFSIS Program. Statistical tests, one-group pretest-posttest design was used to measure the differences in attendance rates and mean test scores before and after the program's implementation. The study's main finding is that the positive effect of the SFSIS Program on learning achievement and attendance rate was not significant. The trend analysis on enrollment showed a general decline that continued during the study period due to other confounding factors. The program's effect on academic test score was heterogeneous when schools disaggregated the samples under the study. In the end, the study recommends that schools and educational administration bodies make a proactive effort to increase enrollment by bringing out of school children into schools by advocating the benefits of the SFSIS program. Moreover, SFSIS implementers, with the help of educational planners, should set up a more effective monitoring and evaluation mechanism to provide all the SFSIS program components.
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    Factors that Affect the Practice of Teaching-Learning Speaking Skills in Group Work: Bole Preparatory School in Focus
    (Addis Ababa University, 2015-08) Teferi, Sintayehu; Mulugeta, Fekadu
    In this study, an attempt was made to identify factors that affect the effective practice of learning speaking in group work with reference to grade 11 students in Addis Ababa. The main aim was to find out problems that affect students’ speaking through group work and to identify English teachers’ roles in maximizing students participation using L2 English in group work. The subject of the study was grade 11 students and English teachers at Bole preparatory school. 280 students from four randomly selected sections have taken part in filling the questionnaire, and three English teachers who teach in these sections were interviewed. Initially, the instruments were administered on a pilot sample based on this, item analysis was carried out and improvement was made. SPSS Software was employed to analyze the data. The results obtained from questionnaire, interview and observation were considered together in the analyses. The analysis of data shows that personal factors like low self-esteem, language anxiety, low English ability, culture, and situational factors like group size, group composition, group cohesiveness, quality of speaking tasks and seating arrangements and on the other side the teachers’ roles are found to be some factors that affect the effective practice of learning speaking in group work. Based on the findings, it was concluded that students’ personal and situational factors and again teacher’s deviation from performing of their roles are some factors that affect the effective practice of learning speaking during group work. Therefore, course designers and particularly English teachers should consider these factors, and exert their maximum effort to alleviate the problems students face during learning speaking in English class through group discussion
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    An Investigation of Reading-to-Write Strategies Employed by Fourth Year Students in the Department of Foreign Languages and Literature at AAU
    (Addis Ababa Universiy, 2001-07) Mulugeta, Fekadu; Dissasa, Dr. Mekonnen
    This study attempted to investigate the reading-to-write strategies employed by fourth year students in the Department of foreign languages and Literature at Addis Ababa University. An investigation was made on the types and frequencies of strategies employed by the students and the relationship between these strategies and the students' writing. To achieve the purpose of the study 20 students (25.6% of the total population) were randomly chosen. The necessary data was collected from: (1) questionnaire administered to the 20 students, (2) think-aloud recording of 19 students, (3)interview with three students and, (4) writings of the 19 students. Analysis of the data from the sources revealed that, while doing reading-to-write task, students use strategies in the following order: cognitive, social affective and matacognitive strategies. It was also found that students use less demanding strategies such as repetition, asking for clarification and self-monitoring more frequently than demanding strategies such as planning, elaboration, transfer and inference. It was also observed that students with less competent writing less frequently use metacognitive strategies. What is more, difference within strategy uses among students who have produced competent, average and less competent writing was observed. Based on the findings of the study, it was suggested that students should be given training and practice on uses of different strategies and tasks in order to make them able to direct their own learning. The need to train teachers and include learner training components into teacher training course and language learning materials are the overall recommendation of the study.
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    A thesis Submitted to College of Education, Department of Educational Planning and Management in Partial Fulfillment of the Requirements for the Degree of Masters of Arts in School leadership
    (AAU, 2020) Adugna; Mulugeta, Fekadu
    The main purpose of the study was assessing the factors affecting school leadership effectiveness and implication for school good governance in the secondary schools of Jida woreda. In order to meet the objectives, a descriptive design was used, and both quantitative and qualitative methods were employed. Only two secondary schools were selected purposively. The researcher used Census method for secondary school teachers for questionnaire. Interviews and FGD was selected purposively form populations. Data collected from both primary and secondary sources. Quantitative data gathered from questionnaires and semi-structured interview guides, and FGD were used for the purpose of collecting relevant qualitative data. Data obtained through questionnaires were analyzed using statistical tools like frequency, percentage, mean, average mean, and standard deviation. Moreover, data gathered through interviews and FGD was considered to complement the questionnaires in narrative form. The collected data was analyzed through SPSS version 21 and to present the data statistical tools like the table and bar chart were used. The finding of the study showed that the factors affecting SLE in the study area were the use of technology or ICT, professional development, resource availability and school culture respectively. On the other hand, conflict management is not factor affecting SLE. The study also revealed that lack of ICT infrastructure and utilization, lack of continuous professional development and training, insufficient resource to run school activities, weakness in creating conducive school culture and absence conflict management and resolution of secondary school were the ways in which each factors affecting SLE. Furthermore, the study indicated that SLE has implication for promoting school good governance through Increase participation, Enhance accountability, Plan Strategic vision, Increase effectiveness and efficiency, promote equity, Increase transparency and Enhance openness. Finally, the researcher mainly recommended that, give attention to the continuous professional development and training that initiate school leaders and teachers; stakeholders' participation and collaboration; schools need to think of their own income generating sources on top of government budget through improving their relationship with school communities by developing project proposal and submit to international donors, at provision and utilization of technology or ICT in the schools.