Browsing by Author "Mulugeta, Fekadu (PhD)"
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Item Assessing Contextual and Prospective Situations of E-Learning Integration in Ethiopian Higher Education Institutions: The Case of Addis Ababa University (Aau)(Addis Ababa University, 2021-12) Mulugeta, Melaku; Mulugeta, Fekadu (PhD)This study was aimed at exploring AAU’s status in efforts towards e-learning integration by assessing accessibility of vital hardware and software e-learning resources to instructors, e-learning literacy level of instructors, digital practice level of instructors as well as institutional support provided in technical and pedagogic needs to the academic staff. In order to get answers for the basic questions, a partially mixed method was employed on purposively selected three colleges and a school of AAU. Totally 126 instructors were randomly selected from all departments in cluster sampling technique, of which 108 returned completed questionnaires. The questionnaires were tabulated and analyzed, supplemented by interviews with an ICTDO director, two program directors two associate deans and two vice directors taken as key informants. Document analysis, especially review of the AAU digital platform covered infrastructure topic. For data analysis, mean values, standard deviation and Likert scale were used. The results indicated that AAU’s instructors’accessibility to digital resource, basic ICT tools and internet was adequate, but digital skill and practice level were very low in techno-pedagogical areas. Instructors’ e-learning practice in instructional planning, delivery and browsing for professional development aspects was very insignificant. The technical support need was not consistent; but comparatively better among CEBS and CHJC. Network and administration, and maintenance issues are signified as concerns of instructors in applying e-based instructional practice. Capacity development tasks were COVID-19 initiated, not well-planned and were not practiced at university-level programmed packages. Absence of e-learning policy and an institutional frame work suited specifically for e-leadership; as well as limited sense of ownership at top level so far were stressed as profound challenges to the e-learning integration from the Instructor-User side. Thus the integration level at AAU was found to be at initial stage. Based on the results, the study suggests availing comprehensive e-literacy and e-based pedagogy capacity development programs for staffs, speeding up ratification of inclusive e-policy based on an all-rounded baseline study and, scaling up user attitude in organized manner. It is possible to conclude that the bright future of AAU as a graduate university among Ethiopian HEIs can be realized by enacting sound e-learning policy with strong all-rounded e-leadership that focuses on improving user and institutional aspects of e-learning system. Keywords: E-learning, integration, higher education institutions, institutional supportItem Assessment on the Quality of Ethiopian Higher Education Using the Perspectives of the Working Environment; The Case of Addis Ababa University Graduates(Addis Ababa University, 2017-06) Damena, Leulsenaye; Mulugeta, Fekadu (PhD)Ethiopia is investing a significant portion of its national income on education in general and higher education in particular. This study tried to assess the quality of Ethiopian higher education using the perspectives of the working environment. The objective of the study is to explore what employers have to say about their graduate employees, employees‘ perspectives towards their higher education experience and finally creating a connection between these point of views and quality of Ethiopian higher education. For the sake of its success, purposive sampling was implemented along with the use of interview and questionnaire for data collection. Questionnaires were distributed to employees so as to reach out many respondents and interviews were conducted with owners, general and human resource managers. The collected data were analyzed in a mixed research manner. So as to analyze the questionnaires, simple descriptive statics and results from the interviews were used to the support the discussion parts. The findings demonstrate that quality of education has a tight relationship with the working environment and Ethiopian higher education is failing in equipping graduates with essential skills like practical knowledge, entrepreneurship and business awareness. It is very recommended that Ethiopian higher education institutions should begin working with business and industrial sectors so as to make graduates ready for the outside world after school lifeItem Grammar Learning Strategies Use of Grade 11 Students at Medhanealem Preparatory School: Gender in Focus(Addis Ababa University, 2015-06) Bayou, Yemeserach; Mulugeta, Fekadu (PhD)This study explores grammar learning strategies used by grade 11 students of Medhanealem preparatory school focusing on the differences between the two genders. Survey research design was used in the study. The data for this research were gathered from 264 (117 Male and 147 Female) participants. The strategy use was assessed through a 35 items Grammar Learning Strategies Questionnaire (GLSQ), which was modified from Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The internal reliability of the instrument was checked and revealed an acceptable reliability (.60). The data were analyzed using Statistical Package for Social Sciences (SPSS) version-20. The results show that Compensation Strategies were the first used strategy category by the learners, while Affective Strategies ranking last on students preference scale. The study also reveals that there were differences between male and female students in their preferences of strategy categories, in which males prefer Affective Strategies the least, while Metacognitive Strategies were the least favored strategy group by females, whereas Compensation Strategies were the most preferred strategy group by both male and female learners. In general, the result of the independent Samples t-test reveals that there were no significant relationship between gender and grammar learning strategies use. Finally, based on the findings of the study, it was suggested that teachers need to create opportunities for students to use indirect strategies. Additionally, it was recommended to incorporate learning strategies training into the curriculum.Item An Investigation Into Suitability Of English For Academic Purpose Course In Addressing Learners’ Needs: The Case Of Communicative English Skills At Adama Science And Technology University(AAU, 2020-07) Teka, Bedilu; Mulugeta, Fekadu (PhD)The main objective of this study was to examine Suitability of English for Academic Purpose course in addressing learners‟ needs with special reference to provision of Communicative English Skills at Adama Science and Technology University. To achieve the intended objective, descriptive case study was employed in order to portrait the existing situation, and then forward alternative means of curbing the problem. In doing so, data were collected from 145 student respondents who were selected randomly out of 1,206 pre-engineering students. Moreover, 17 communicative English Skills teachers were included in the study by making use of availability sampling technique since the number English language teachers who were around during researcher‟s stay in the study sites was only the said figure. Out of 17 teacher respondents, two of them were observed four times each to check whether they were servant of the course book or creative enough to contextualize inputs and tasks included the course book under scrutiny. Moreover, English language department head and teachers whose classrooms were observed were interviewed to triangulate the findings of the study. On the top of these, document analysis was carried out to examine relevance of objectives, inputs, tasks and activities included in the course book „Oxford English for Career: Techonlogy1‟ in equipping Pre-engineering students with academic literacies and study skills they need to learn at university level. Finally, based on quantitative and qualitative data analysis, the following findings were identified: though there is harmonized syllabus meant to teach Communicative English skills in rhetoric, university under investigation did neither use the recommended syllabus nor designed its teaching materials that address learners‟ dynamic needs. However, ASTU has been using a commercial teaching material, „Oxford English for Career: Technology1‟, which lacks cultural and situational relevance if one looks into puts provided in all most all the units of the book. In addition to this, teacher respondents from university under investigation seem to consider that teaching productive skills is so essential over teaching the receptive skills as opposed to student respondents‟ reaction in which they have showed their dire needs of learning the four major language skills in a balanced manner. Based on the findings of the study, it is recommended that English language department heads should plan for periodic appraisal of communicative English skills provision sine this could open up windows of opportunities for syllabus and textbook renewal/ modification. In nutshell, it is appropriate to design EAP syllabus, and then develop/adapt a course book that can tap on learners‟ diverse target and learning needs.Item Practice and Challenges of Transformational School Leadership in Secondary Schools of Gurage Zone(Addis Ababa University, 2018-10) Turiye, Shewaye; Mulugeta, Fekadu (PhD)The purpose of this study was to assess the current practices and challenges in exercising transformational leadership in secondary schools of Gurage zone. The study also explored the practice and challenges of transformational leadership implementation. Cross-sectional descriptive survey design along with mixed method was employed. Quantitative data were collected, through questionnaires, from 217 of respondents (principals and teachers), randomly selected from selected secondary schools. Semi-structured interviews were also held with 23 respondents (supervisors and PTA chairperson); availability sampling technique was used to select them from selected secondary schools of Gurage zone. Document analysis was also part of data collection for the study. Using SPSS version 20, quantitative data were analyzed using descriptive statistics such as percentage, mean, standard deviation, and inferential statistics t-test was used. while the qualitative data were analyzed using content analysis approach. Finding of the study revealed that it was identified that the majority of the teachers, principals, supervisors, and PTA chairperson had served for 10 years and below which implies not experienced. It was identified by the study that level of understanding, and, exercising the domain and its practices of transformational leadership is in low level, especially understanding concepts of transformational school leadership is 3.75.This supervisors and principal were unable in continuous follow up and understanding level and also the four dimension(idealized influence, intellectual stimulation, individualized consideration, and inspirational motivation) ,practicing and exercising are at low level. Concerning about exercising of transformational school leadership teachers are not clear about its significance as well as its practicing transformational leadership in secondary school is very low. The study identified major challenges that impede principals’ transformational leadership practices, namely: poor management system of principals, dominance of routine administrative work to principals, low parental/community involvement, budget deficit(inadequacy), pressures of internal and external forces. Therefore, it could be concluded that those afro-mentioned challenges were highly affecting the principals’ transformational leadership practices.Thus, on the basis of findings obtained it is possible to conclude that in the sampled secondary schools in Zone the schools had almost a poor transformational leadership practices. Thus, this clearly shows the school principals lack clear awareness/adoption of leadership paradigm, transformational leadership. The study further showed that finally, it can be suggested that further studies need to be conducted in this area with regard to Transformational leadership practice, and challenges to arising negligible role stakeholders. Based on these findings, it was recommended that Overall findings from this study suggest that the principals’ transformational leadership practices should play important roles in tackling those challenges particularly related to overload administrative work, budget deficit, parental involvement and pressures of internal forces through mobilizing community, engaging self- incoming generating activities, wisely using funds, providing school base training, and counseling and guidance and, It is recommended that the regional, Zone and Woreda education officers solve the problem of time less turnover supervisors and principals trained in educational leadership and management is seriously recommended in all secondary schools of Gurage Zone to overcome the problem of supervisors and principals to provide proper transformational leaders in school to support for students, teachers, and school effectiveness were some of the major recommendations forwarded.Item Practices and Challenges of School-Based Supervisionin Government Secondary Schools of Abuna Gindeberat Woreda of West Shoa Zone(Addis Ababa University, 2018-06) Burju, Fufa; Mulugeta, Fekadu (PhD)The purpose of this study was to assess practices of school-based supervision: in the case of government’s secondary schools of AbunaGindeberetWoreda, West ShoaZone inOromia Regional State. The descriptive survey method was employed. Samples were drawn from seven secondary school found in woreda, four Government secondary schools was selected using simple random sampling techniques for the study: The reason for using simple random sampling technique was to give equal and non- zero chance for each school. Accordingly, from four government secondary schools 83 teachers were selected randomly while 16 head of Department and 18 senior teachers, 8 principals, 2 cluster supervisor and 1 Woreda Education Office coordinators of supervision were also selected using availability sampling technique for the study. Data were collected through questionnaire, interview and document analysis. Frequency, Percentage and mean score were used to analyze and interpret the data collected through questionnaire. The data collected through interview and document analysis were analyzed and interpreted using narration to enrich the data obtained through questionnaire. The findings of the study revealed that school –based supervisors were assigned to their roles through competitions and among the school based supervisors vice -principals, department heads and senior teachers have played their supervisory roles fairly. The outcomes of the study suggested that lack of experience relation to supervision practice, lack of supervision manual, lack of short term training supervisors in areas of supervision, lack of adequate budget as well as absence of school coordination, lack of commitment of supervisors, workload of the supervisors and teachers resistant against the supervisory activity were found to be the major factors that affected the practicing of school based supervision in the sampled secondary schools. Based on the above findings, revising the current selection criteria of school -based supervisors, training the supervisors in areas of supervision, using different options of supervision to promote teachers professional development, facilitating opportunities of an experience sharing between the schools and departments , assigning sufficient number of teachers to schools to reduce the workload of the supervisors, allocating budget for supervisory activities and providing supervision manual which help to carry out supervisory activities accordingly were recommended to reduce or alleviate the factors that affected the practices of school based supervision.Item A Qualitative Study on Single mothers Experience of Raising their Dependent Children: A case in Lideta Sub City of Addis Ababa(Addis Ababa University, 2014-10) Weldegabreal, Rahel; Mulugeta, Fekadu (PhD)This study is concerned with assessing single mother’s experience of raising their dependent children in Lideta sub city of Addis Ababa; Ethiopia. The objective of the study is to find out the experiences of single mothers in raising their children. The researcher has employed qualitative research methodology. The basic research question is; what are the experiences of single mothers in Lideta sub-city, Addis Ababa’ in raising their dependent children? For this purpose, the data requirements for the study were collected from 11 single mothers and 11 children of single mother families were selected by using snowball sampling technique. Altogether 22 semi-structured interviews were conducted for the analysis so as to collect relevant data. The data collected were analyzed using thematic analysis or major idea analysis. The findings from the study revealed that financial problem (difficulty for the mothers to meet the basic needs of children and the family) and psychological challenges ( loneliness, helpless and hopeless ) were the main stressor for majority of the single mothers, while children of single parents receive little support in their educational engagement form their mothers (that have a negative effect on their performance in school) and single mothers received limited support from community, neighborhood , government and noon government organization. The study also suggests that there is an urgent need to recognize the unique challenges of both the children of single mother families and their mothers (as compared to children of nuclear families) and calls for multifaceted interventions by both government and nongovernmental organizations to help these groups of the society to cope-up with the psychological, financial and emotional problemsItem Reading Strategy Use: The Case of High and Low Achievers at Private High Schools of Kb Academy Grade Nine and Ten Students(Addis Ababa University, 2017-08) Aynalem, Yechalework; Mulugeta, Fekadu (PhD)The purpose of this study was to investigate the reading strategies use by high and low achiever of private grade nine and ten students of Addis Ababa. The focus was to attain the type and range of strategy they use and frequency level thereby to assess the differences/similarities in using the reading strategies by high and low achiever students. To this end, thirty students were selected (15 top high achievers and 15 least low achievers) using stratified sampling technique. To measure students’ reading strategy use, Oxford’s (1990) Strategy Inventory Language Learning (SILL) was adapted. The modified self- report questionnaire with 43 items were prepared and administered to all selected students. In addition, interview was conducted with sixteen (8 top high achievers and 8 least low achievers) of the sample population. Data obtained through the questionnaire were analyzed using Statistical Package for Social Sciences (SPSS) version-20. The descriptive statistics such as frequency counting, mean value, standard deviation, and Independent T-test were considered in discussion. The t-test (with significant difference level p< 0.05) was applied to check if there was a statistically significant difference between high and low achievers in using the main reading strategies. During discussion, data obtained through the self-report questionnaire were cross checked using the data obtained through interview. Results of the study show that there was a relationship between four main strategies use (i.e. memory, cognitive, metacognitive, and social strategies) and language learning achievement. High achiever students were also found to use all the main strategies more often than low achiever students. Based on the findings, it was recommended that awareness raising should be made to enhance students' use of various strategies at higher frequency and the low achievers must be encouraged to use the reading strategies more frequently.Item The Role of Social Accountability Program in Improving Quality of Primary Education(Addis Ababa University, 2017-06) Tesfaye, Tadios; Mulugeta, Fekadu (PhD)This research has dealt with the Role of Social Accountability Program in Improving Quality of Primary Education. In this research, the extent and contribution of social accountability program in improving quality of primary education are assessed. The research used a descriptive research design and used a cross sectional study in data collection. Deductive logic of reasoning is applied. The selection of samples followed multi-stage sampling procedure. There are three strata: sub-city, woredas and school levels. This study used questionnaire, interview and FDG as methods of data collection. From school level social accountability clubs, a total of 72 sample respondents participated in filling the survey questionnaire. 17 FGD discussants and 6 key informants from woreda and sub city level purposively selected and participated in the research. The study employed mixed methods in collecting and analyzing data. The findings of the study revealed that, the social accountability program has been well implemented as per the social accountability building blocks (information, voice and negotiation for change) and made a contribution in improving the national quality education indicators. Most of the quality indicators (percent of primary school teachers with at least diploma qualification, primary school students to textbook ratio, primary education (1-8) student to teacher ratio and primary education (1-8) student to sections ratio) are progressively achieved. However, the contribution of social accountability program to the completion rate at grade 5 and the completion rate at grade 8 still need further improvement. Particularly, at grade 8 national exam, student who scored above 50% is low. Hence, the social accountability program should not only focus on improving the facilities(input) but also on improving the teaching learning (process) and academic performance of students (output) to bring change on quality of primary education. Key words: Social accountability, quality education, information, voice and negotiation for change, empowermentItem Teachers’ Practices and Challenges in the Use of Interactive White Board at the Diamond Academy Primary School(Addis Ababa University, 2022-04) Girma, Genet; Mulugeta, Fekadu (PhD)The main objective of this study was to investigate teachers practices and challenges in the Use of Interactive White Board in the case of Diamond Academy a school located in Yeka sub-city, Addis Ababa. To achieve this objective the researcher used, both quantitative and qualitative research (mixed research) method. The targeted population was purposively selected, 75 teachers and 2 school directors of Diamond Academy. Data was collected using questionnaire interview and observation. The quantitative data was analyzed using statistical package for social sciences (SPSS) while the qualitative data were analyzed in a narrative way. The study findings revealed that the factors that hinder teachers from using the interactive white board are, lack of technical support for teachers and absence of trainings from experts in using interactive white boards and also teachers lack of confidence, negative attitudes towards the IWB, time constraint, work load to prepare lessons coinciding with the IWB, lack of skill, lack of preparation were identified as challenges to use the IWB to bring the intended positive outcomes on students with the aid of the interactivity nature of the IWB. The results of this research suggest the school needs to provide technical support for teachers and increase the number of technicians. Applied pedagogical trainings from experts in using interactive white boards should be provided for teachers. School leaders should include digital tool use in teachers CPD programs.