Browsing by Author "Reja, Ahmed"

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    Active Teaching and Its Influence on Student Academic Achievement - the Case of Grade Three
    (Addis Ababa University, 2004-06) Reja, Ahmed; Engda, Temechegn (PhD)
    The purpose of this study was to examine the influence of active teaching method on grade three mathematics achievement. Active teaching (other terms are also synonymously used throughout the paper), as the process-product research approaches explain, refer to teacher behavior in the classroom. Identified with the teaching model, there are thirty four teacher behaviors categorized in five blocks (see Appendix II). The subjects taken for this study were IS grade three mathematics teachers randomly selected from 10 primary schools in Mekelle and their students as well. The students (numbering 808) of these teachers were tested at the beginning and end of the training program. The teachers were randomly assigned to three groups: trained teachers observed while implementing the method, trained teachers but unobserved and untrained teachers who simply taught in their style and hence 5 teachers in each group. Both trained groups (the observed and unobserved teachers) were given a 24- page manual on the teaching model and were also trained for five days lasting two hours each. Then, starting the first week of November they continued to instruct in their regular teaching schedules during the study period. Both the trained observed & untrained teachers were observed three times each spaced nearly a month so as to see to what extent the teaching behaviors suggested in the manual were implemented. The trained unobserved group was simply used to see whether the presence of the observer (video recorder) had an effect to the trained observed teachers. The proportions of implementation of the teaching behaviors by both observed groups were computed using percentages and the impact of these teaching behaviors or the influence of the active teaching model on student achievement at the grade level was analyzed using the t-test. The statistical impact on student achievement was accepted as significant at 0.05 a level or better. Results of the analysis revealed that the proportion of implementation of most of the teaching behaviors was greater in the trained observed teachers than in the untrained teachers. Similarly, posttesting results indicated that students taught by the trained teachers had better mathematics mean scores than students of the untrained teachers and hence could be concluded that active teaching method had an influence on student academic achievement
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    Inpartial ulfillment of the requirements for the degree of master of artsiIn curriculum and instruction
    (Addis Ababa Universty, 2004-06) Reja, Ahmed; Engda, Temechegn(PhD)
    The purpose of this study was to examine the influence of active teaching method on grade three mathematics achievement. Active teaching (other terms are also synonymously used throughout the paper), as the process-product research approaches explain, refer to teacher behavior in the classroom. Identified with the teaching model, there are thirty four teacher behaviors categorized in five blocks (see Appendix II). The subjects taken for this study were IS grade three mathematics teachers randomly selected from 10 primary schools in Mekelle and their students as well. The students (numbering 808) of these teachers were tested at the beginning and end of the training program. The teachers were randomly assigned to three groups: trained teachers observed while implementing the method, trained teachers but unobserved and untrained teachers who simply taught in their style and hence 5 teachers in each group. Both trained groups (the observed and unobserved teachers) were given a 24- page manual on the teaching model and were also trained for five days lasting two hours each. Then, starting the first week of November they continued to instruct in their regular teaching schedules during the study period. Both the trained observed & untrained teachers were observed three times each spaced nearly a month so as to see to what extent the teaching behaviors suggested in the manual were implemented. The trained unobserved group was simply used to see whether the presence of the observer (video recorder) had an effect to the trained observed teachers. The proportions of implementation of the teaching behaviors by both observed groups were computed using percentages and the impact of these teaching behaviors or the influence of the active teaching model on student achievement at the grade level was analyzed using the t-test. The statistical impact on student achievement was accepted as significant at 0.05 a level or better. Results of the analysis revealed that the proportion of implementation of most of the teaching behaviors was greater in the trained observed teachers than in the untrained teachers. Similarly, posttesting results indicated that students taught by the trained teachers had better mathematics mean scores than students of the untrained teachers and hence could be concluded that active teaching method had an influence on student academic achievement.