Browsing by Author "Tsegaye Abebe"

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    Assessing Opportunities and Challenges of Implementing Cooperative Learning in English Language Classroom: Checho and Mugunja Secondary Schools in focus
    (Addis Ababa University, 2024-07) Tsegaye Abebe; Badima Belay(PhD)
    This research project aimed to investigate the challenges, the practices and the role of using cooperative learning to enhance academic success in English classes. Specifically, it is planned to examine the challenges of practicing cooperative learning; to investigate the extent of practicing cooperative learning in English Language classes; to examine the effects of cooperative learning in developing students’ academic success in two secondary schools. The populations of this study were Checho and Mugunja Secondary schools’ students and English teachers. In order to select sample, the researcher used random sampling; and from random sampling, simple random sampling. And from the two schools 20(twenty) teachers and 200(two hundred) students were selected. In order to get adequate information about the practices and the challenges that encountered the effective implementation of CL in classroom lesson, the researcher used two types of data collecting instruments, namely: questionnaire and interview. In order to analyze the data which were collected using questionnaire, descriptive statistics (mean and standard deviation) was employed. Close-ended questionnaire were analyzed quantitatively. The data collected through open ended questionnaires and interview were analyzed qualitatively. All the data which were collected through the selected tools were analyzed for triangulation. Hence, the findings were: teachers seem to have a clear knowledge about cooperative learning; and teachers have positive attitude in each school in the implementation of CL in their classroom interaction. The major challenges for implementThe major challenges for implement The major challenges for implementThe major challenges for implement The major challenges for implementThe major challenges for implement The major challenges for implementThe major challenges for implement The major challenges for implement The major challenges for implement The major challenges for implement The major challenges for implementThe major challenges for implement ing CL effectively ing CL effectively ing CL effectively ing CL effectively ing CL effectively ing CL effectively ing CL effectively ing CL effectively ing CL effectively ing CL effectively ing CL effectively ing CL effectively ing CL effectively were were were were were some of the s some of the ssome of the s some of the s some of the students’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned tudents’ attitude towards organizing and implementing of CL in their assigned group, group, because of constraints because of constraints because of constraints because of constraints because of constraints because of constraints because of constraints because of constraints because of constraints because of constraints time; time; time; and majority majority majority of teachers to cover lesson of teachers to cover lesson of teachers to cover lesson of teachers to cover lesson of teachers to cover lesson of teachers to cover lessonof teachers to cover lesson of teachers to cover lessonof teachers to cover lesson of teachers to cover lessonof teachers to cover lessonof teachers to cover lesson contents in the contents in the contents in the contents in the allotted time. allotted time. allotted time.allotted time. allotted time. allotted time. allotted time. The Students did not take responsibility for their own learning and they did not share knowledge, skills and experience to each other; students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment students’ interest, belief and commitment also affecting also affecting also affectingalso affectingalso affecting also affecting the implementation of CL in schools. the implementation of CL in schools. the implementation of CL in schools. the implementation of CL in schools. the implementation of CL in schools. the implementation of CL in schools. the implementation of CL in schools. the implementation of CL in schools. the implementation of CL in schools. the implementation of CL in schools. the implementation of CL in schools. the implementation of CL in schools. the implementation of CL in schools. In sum from the result of table, In sum from the result of table, In sum from the result of table, In sum from the result of table, In sum from the result of table, In sum from the result of table, In sum from the result of table, In sum from the result of table, In sum from the result of table, In sum from the result of table, In sum from the result of table, In sum from the result of table, In sum from the result of table, In sum from the result of table, In sum from the result of table, information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can information from questionnaire and interview, we can conclude that the conclude that the conclude that the conclude that the conclude that the conclude that the conclude that the conclude that the conclude that the implementation/practice implementation/practice implementation/practice implementation/practice implementation/practice implementation/practice implementation/practice of cooperative learning of cooperative learning of cooperative learning of cooperative learning of cooperative learning in selected schools in selected schools in selected schools in selected schools in selected schools in selected schools is low is low .
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    Determinants of Adoption of Alternative Pest Management Practices in Cotton Farming: a case study from three woreda’s of Arbaminch zuria, Amibara and Gewane in Ethiopia
    (Addis Ababa University, 2021-10) Tsegaye Abebe; Dawit Dirba (PhD)
    The environmental and health risks of chemical pesticide application are usually becoming a serious global risk in agricultural fields like cotton farms. In recent studies despite the existence of chemical pesticide risk on environment and health issues, the engagement of farmers for the adoption of alternative practice to chemical pesticides is still imminent in the context of cotton farms in sub-Saharan Africa including Ethiopia. However, there are few studies on examining the determinants for adoption of alternative pest management practices (APMP) for the benefits of emission reduction from chemical pesticides pollution. Therefore, an alternative pest management practices (APMP) to chemical pesticides which constitutes both agronomic and cultural Control methods (ACCM) and biological control methods (BCM) is an essential strategy in the cotton crop protection strategies and other related environmental conservation areas. This research focused with a major objective of examining factors that can influence adoption of an alternative pest management practices to chemical pesticides application activities along with farmers perception and familiarity to such practices in three cotton growing areas of Amibara, Gewane and Arbaminch zuria districts in Ethiopia. The data for study was collected from 384 farmers, using structured and semi-structured questionnaire interviews and focused group discussions. Multistage random and purposive sampling technique was employed to select the required sample size. The descriptive analysis revealed that 23 % of the sample households were adopter and 77 % were nonadopters of these alternative strategies. A bivariate probit regression model was fitted to analyze the potential variables determining farmers’ adoption and the marginal effects of different variables in the study area. Among 12 explanatory variables employed in the model, only seven variable including training on APMP, risk aversion status of chemical pesticides, risk of adoption for the alternative practices, farm size, land tenure rights, distance from nearest market, and agro ecology/division were significantly influencing the adoption of both controlling methods(ACCM and BCM). In addition the variables age and education were marginally significant to only the practices of BCM whereas extension contact and share of income from cotton farming is only significant to the practice of ACCM. The study therefore recommends that policy makers and other related stakeholders should give more attention to those influencing factor on addressing the problems since reduction of environmental pollution can generates significant economic, health and environmental benefits to cotton farmers and the society as a whole.
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    Philological and Textual Analysis of the Ethiopic Book of Amos
    (Addis Ababa University, 2021-07) Tsegaye Abebe; Mersha Alehegne (PhD)
    This thesis focuses on the philological, comparative and textual analysis of the Ethiopic Book of Amos. Among the numerous Ge’ez manuscripts of the Book Amos, located with other prophetic books, the manuscript UNESCO 10.34 is worth studying. When one compares this manuscript with five other manuscripts, namely EMML 7584, Cambridge 1970, EMIP 01029, EMIP 01095 and UNESCO 10.04, one notices surprising phenomena. UNESCO 10.34 contains a considerable amount of unique readings, difficult to explain by scribal errors, by innovative readings. The interesting question would then be to try to explain the reason or reasons for such remarkable differences. One may not exclude here the probability of a Ge’ez translation from a Greek, Hebrew or Arabic text totally different from the one that used for the other five manuscripts. The full text of Ethiopic Amos according to the UNESCO 10.34 is displayed in chapter 2. In order to show the uniqueness of UNESCO 10.34, a table with six columns is prepared (Chapter 3). The types of differences are then presented in following chapters, as far as omissions, additions and substituttions are concerned. The research demonstrates the uniqueness of UNESCO 10.34, leading to need of further researches so as to ascertain the original language and text from which this interesting manuscript has emerged.