Browsing by Author "Zewdie, Kassahun"

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    Assessment of Self -Esteem and Academic Achievement of Students with Hearing Impairment (The cases of T /Haymanot and Victory School for the Deaf)
    (Addis Ababa University, 2007-07) Zewdie, Kassahun
    The salient feature of this study is to examine the self esteem and Academic Achievement of students with hearing impairment in two schools . Fifty six elementary school students with hearing impairment from grade four up to eight were included in the study. Schools are located in Addis Ababa and Debre Markos (i.e. Victory School for the Deaf and Tekele Haymanot Primary School) respectively. The pilot study was conducted on 30 SWHI in Addis Ababa at Menilik JJ Special class for the deaf Their mean age was 15.2 with SD of 2.3. Similarly on the mean study the mean age of Victory School for the Deaf was 15. 77 and the mean age of Tekele Haymanot Primary School SWl-fI was 16.57 with SD of2.81 and 3.26 respectively. The reliability coefficient obtained on the pilot study was 0.68 Crombach alpha. The All of SWHI was obtained from school records. And the self esteem scores were obtained using SE inventories. S'WHI, SE and AA mean score suggest that there IS a positive SE among SWHI and better AA res u lt in general. It was also found that there is no correlation among SE, AA and SES. Gender and age difference in SE and AA of SWHI also found that, there is statistical significant difference in AA between male and female SWJ-[J However, th.ere is no SE difference between male and female SWJ-JI. Regarding age difference in SE and AA of younger and older SWl-fJ, there is no statistical significant difference betweiO/1 these two groups. However, the mean score of younger (10-16 years) w us better th.an older (17 -24 years) age groups. In addition to this outcome, participa Its' background information was included in the study.
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    Attainment of Universal Primary Education for Children with and without Disabilities in East Gojjam Administrative Zone: In Ethiopia
    (Addis Ababa University, 2016-11) Zewdie, Kassahun; Ruoho, Kari (PhD)
    The purpose of this study was to explore the attainment of Millennium Development Goal Two in East Gojjam Administrative Zone located in Amhara Regional state, Ethiopia. It attempted to find out how children with and without disabilities accessed primary education in the stated administrative Zone. This survey research employed a mixed method approach, and participants were selected through purposive sampling technique. Data were collected using numerical data format, interview and observation tools, and were analyzed through descriptive statistics and thematic data analysis techniques. The results, therefore, indicated that there were observable progresses in the implementation of MDG Two in primary education. In the Zone, the number of students enrolled in primary school increased to 531,884 in 2013/14 academic year. This addressed 91.3% of the total number of school age children. Gender parity reached balance level. However, 50,314 school age children were out of school in 2013/14. School dropout problem was one of the threats that hinder the attainment of UPE in this Zone. The number of dropout students in primary schools reached to 25,708 in 2013/14 academic year. In this Zone Teacher: students ratio recorded an average of 1:40. Participants had positive expectations towards attainment of MDG Two and therefore suggested that each level of administration should attain provision of UPE. Woredas differ in their commitment to provide UPE for students with disabilities. Accessibility of primary education for children with disabilities in this Zone was very limited. Although 4474 children with disabilities were identified in the Zone, only 10% had accessed to primary school education in 2012/13 academic year. Woredas were not willing to accept all children with disabilities in one academic year. Awareness raising program did not provide for parents of children with disabilities. In East Gojjam Zone providing SNE for CWDs did not show progress as it was stated in ESDP IV. Thus, the right to get access to primary education for all children was not implemented.
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    Attainment of Universal Primary Education for Children with and without Disabilities in East Gojjam Administrative Zone: In Ethiopia
    (Addis Ababa University, 2016-11) Zewdie, Kassahun; Ruoho, Kari (PhD)
    The purpose of this study was to explore the attainment of Millennium Development Goal Two in East Gojjam Administrative Zone located in Amhara Regional state, Ethiopia. It attempted to find out how children with and without disabilities accessed primary education in the stated administrative Zone. This survey research employed a mixed method approach, and participants were selected through purposive sampling technique. Data were collected using numerical data format, interview and observation tools, and were analyzed through descriptive statistics and thematic data analysis techniques. The results, therefore, indicated that there were observable progresses in the implementation of MDG Two in primary education. In the Zone, the number of students enrolled in primary school increased to 531,884 in 2013/14 academic year. This addressed 91.3% of the total number of school age children. Gender parity reached balance level. However, 50,314 school age children were out of school in 2013/14. School dropout problem was one of the threats that hinder the attainment of UPE in this Zone. The number of dropout students in primary schools reached to 25,708 in 2013/14 academic year. In this Zone Teacher: students ratio recorded an average of 1:40. Participants had positive expectations towards attainment of MDG Two and therefore suggested that each level of administration should attain provision of UPE. Woredas differ in their commitment to provide UPE for students with disabilities. Accessibility of primary education for children with disabilities in this Zone was very limited. Although 4474 children with disabilities were identified in the Zone, only 10% had accessed to primary school education in 2012/13 academic year. Woredas were not willing to accept all children with disabilities in one academic year. Awareness raising program did not provide for parents of children with disabilities. In East Gojjam Zone providing SNE for CWDs did not show progress as it was stated in ESDP IV. Thus, the right to get access to primary education for all children was not implemented