Browsing by Author "Tasissa, Gizaw"

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    College Teachers' Involvement in Action Research, in Amhara Regional State
    (Addis Ababa University, 2007-06) Shitie, Gebeyaw; Tasissa, Gizaw
    The major intent of this study was to examine the extent to which college teachers ' have been p ossibly involved in action research, their knowledge and skills to conduct action research, their attitudes towards action research, impediments which they have possibly encountered in carrying out action research, and some of the solutions to these impediments, in Amhara Regional State. To achieve this objective, a descriptive survey method was employed. In this study data were collected flam teachers and principals through questionnaire, interview and focus group discussion. The questionnaire consisting of 50 items was administered to 104 college teachers whereas the interview was held with 16 teachers and 8 college principals. Moreover, a focus group discussion was held with 16 college principals in two eTE in the Region. From the administered questionnaire 96.2 percent of them were filled in and returned. Depending on the nature and types of the section of the questionnaire, frequency, percentage, mean, standard deviation and chi -square we re employed. As a result, the data gained through the open - ended questionnaire, interview and focus group discussion were analyzed descriptively on the bases of common themes and issues of the respondents' responses. Accordingly, the pictures of the analysE.-s appeared to show that college teachers did not make cons iderable efforts in undertaking action research (i. e., only 6.19 percent of teachers have conducted action research), and most of the teachers also lacked knowledge and skills to conduct action research. Howe ver, the teachers seemed to show positive attitude towards action research as one could possibly infer from the attitudes scale of mean and standard deviation computation (revealed in tables 12, 13, 14 and 15). In addition, lack of enough time, lack of action research skills, lack of encouragement, lack of action research seminars or works hops, lack of action research courses;(less practical training), lack of collaboration, and emphasizing teaching over action research were some of the most serious action research constraints (impediments) reported to hamper the involvement of teachers in action research. To thi[.; end, summary and conclusions were made based on the insights gained from these research findings. Finally, the researcher forwarded some recommendations with the hope of alleviating these impediments and for involved more teachers to get involved in action research
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    Evaluation of Kindergarten Curriculum Implementation In East Shoa Zone
    (Addis Ababauniversity, 2007-08) Hawas, Amelework; Tasissa, Gizaw
    %e main purpose of tliis stwfy was to evaCuate tlie impfementation of I?jndergarten curricu[um witli specific reference to r.East S lioa Zone. 7'0 tliis end, descriptive survey 17letfioa was empCoyed in order to acfiieve tfie purpose of tlie stUdy. Sampfe I?jndergartens were sefectea on tfie Gasis of stratified sampfing metfioa. J{ence, fifteen I?jnaergartens were usea as source of aata sefected using simpfe random sampCing from eacfi stratum. :Moreove" 63 teacfzers ana 15 fiead teacliers, 143 parents, 4 Woreaas, 1 Zona[ an d 11?,§giona[ experts worl?jng as experts of I?jndergarten ana specia[ need eaucation and 10 stwfents were sefectea and used as a source of data for tliis stuay. lnatfcfition to consu[tation of various aocuments from ret:evant sources, data were gatlierea from teacliers, liead teacliers, parents, stwfents ana f£aucation officiaC workjng as "I?jndergarten ana speciaC neea r.Education JJ at a[C feveCs using aata coCfecting instruments: Questionnaires, structured ana un-structured interviews ana o Gservation. %e aata o Gtained were anafyzed tlirougli percentage and oneway} 1JVOo/}l version 13 in taGfe foWl. tf'indings made cfear tliat tfie curricuCum was not effectivefy impCementea. %e trend of practicing teacfier centered ness during dassroom activities ana eaucating cliiUfren tlirougfi tlie fanguage tliey are not fCuent resuCt to tlie fess effectiveness of tfie impfenzentation of curricuCum. I naaequate size of tfie cfassroom ana outtfoor pfay grouna, materiaCs ana equipments, poor training Gacfi,grouna of teacfiers, aGsence of assistant teacfiers, Cimitetf parentaC invoCvement in cliiUfren Citeracy aeveCopment ana insignificant supportive service from tlie government Godies were identifiea as factors tliat liinaer tlie impfementation of curricuCum. J{ence, it is suagestea tliat a joint effort of tlie r.Eaucation OfficiaC at a[[ CeveCs; tlie parents ana tlie sponsors liave Geen invaCuaGCe in order to improve tlie impfenzentation of tfie curricuCum. In aadition, experts at a[[ [eveC must support witli tlie teclinicaC ftnow liow tliey liave, and create coCfaGoratt'ons witli factories ana service renaering institutions, so as oGtain eXira or saCvagea materiaCs wliicfi are necessary for tlie impCementation of curricu[um in I?jnaergarten
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    Evaluation of Primary School Textbooks in Oromia Region
    (Addis Ababa University, 2001-06) Tasissa, Gizaw; Asgedom, Amare (Prof.)
    The essential and defining characteristics of textbooks are that they are designed for students as written guides to the subject contents of a course of a study. The basic task of a text is the presentation of data from the subject field, facts, description ... etc. Textbook sets forth relationships In the organization of knowledge in varying range and depth depending upon the competence and maturity of the students. Textbook in contrast to other kinds of books contains exercises, study questions and other materials for practice. The purpose of this study is to evaluate the quality of primary school textbooks of core subjects in Oromia Region, which have been prepared since 1995 based on the New Education and Training Policy of 1994. Content Analysis was used as the research method. By using stratified and random sample technique, 6 (14%) textbooks were selected. These six textbooks were selected by sub grouping them into five (Languages, Mathematics, Natural science, Social studies and Environmental science). The sample of unit depended on the nature of textbooks' quality category selected for this study. Accordingly, textbook as a whole was used for layout category, while for the categories of objective-content relation, quality of illustrations, learning exercises, readability and gender balance, 50 percent of each textbook chapters were randomly selected The coding units also vary depending on the character of the categories. Accordingly, point size, of relation of objectives and contents, number of syllables and sentences, clarity of illustrations, type of exercises and gender features were coded and analyzed. An inter coder reliability index of 95 percent was agreed and achieved. Percentage and statistical test of T- test was used to analyze the difference between the variables, particularly differences between objectives and contents as well as gender difference.The result showed that textbooks are inadequate in layout, some contents are not in harmony with objectives in the corresponding syllabus; the readability level of the textbooks is not appropriate to the corresponding grade level; the illustrations are related to the topics, but are not clear; and the textbooks portrayed gender bias, and this favored male. Hence, it is recommendable that there should be textbook policy both at National and Regional level, which determines the standard and procedures of textbook preparation and evaluation. At the same time, the Regional Education Bureau has to revise the existing primary school textbooks in line with the inadequacies observed in this study. Similarly, a thorough study has to be conducted on the other aspects of textbook quality.
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    Evaluation of Primary School Textbooks In Oromia Region
    (Addis Ababauniversity, 2001-06) Tasissa, Gizaw; Asgedom, Amare (Professor)
    The essential and defining characteristics of textbooks are that they are designed for students as written guides to the subject contents of a course of a study. The basic task of a text is the presentation of data from the subject field, facts, description ... etc. Textbook sets forth relationships in the organization of knowledge in varying range and depth depending upon the competence and maturity of the students. Textbook in contrast to other kinds of books contains exercises, study questions and other materials for practice. The purpose of this study is to evaluate the quality of primary school textbooks of core subjects in Oromia Region, which have been prepared since 1995 based on the New Education and Training Policy o~ Content Analysis was used as the research method. By using stratified and random sample technique, 6 (14%) textbooks were selected. These six textbooks were selected by sub grouping them into five (Languages, Mathematics, Natural science, Social studies and Environmental science). The sample of unit depended on the nature of textbooks' quality category selected for this study. Accordingly, textbook as a whole was used for layout category, while for the categories of objective-content relation, quality of illustrations, learning exercises, readability and gender balance, 50 percent of each textbook chapters were randomly selected The coding u-nits also vary depending on the character of the categories. Accordingly, point size, of relation of objectives and contents, number of syllables and sentences, clarity of illustrations, type of exercises and gender features were coded and analyzed. An inter coder reliability index of 95 percent was agreed and achieved. Percentage and statistical test of T- test was used to analyze the difference between the variables, particularly differences between objectives and contents as well as gender difference. The result showed that textbooks are inadequate in layout, some contents are not in harmony with objectives in the corresponding syllabus; the readability level of the textbooks is not appropriate to the corresponding grade level; the illustrations are related to the topics, but are not clear; and the textbooks portrayed gender bias, and this favored male. Hence, it is recommendable that there should be textbook policy both at National and Regional level, which determines the standard and procedures of textbook preparation and evaluation. At the same time, the Regional Education Bureau has to revise the existing primary school textbooks in line with the inadequacies observed in this study. Similarly, a thorough study has to be conducted on the other aspects of textbook quality