AAU-ETD :: Browsing by Author "Zewdie, Marew (PhD)"

Browsing by Author "Zewdie, Marew (PhD)"

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The Assessment of the Status of HIV/Aids Education Programs in the Second Cycle Primary School of the Oromia Region
(Addis Ababa University, 2001-06) Megerssa, Aberra; Zewdie, Marew (PhD)
The main objective of this study was to assess the status of AIDS education in the second cycle primary school of the Oromia region. To achieve this purpose, schoolteaching materials were surveyed; school implementation practices of AIDS education were examined; and students' awareness level on HIV/AIDS was tested. Teaching materials of three school subjects (Science/Biology, Health and Physical education, and Social Studies) were purposively selected and analyzed for objectives and contents of AIDS education. By systematic random sampling technique, 600 students from both sexes and settings were selected to fill student questionnaires. Tea chers teaching the school subjects in which AIDS education is integrated have filled the feedback form adapted from works of WHO. Club coordinators from each sampled schools have also responded to questions on how the implementation practices of the club. Parents and curriculum experts were interviewed on the present school AIDS education programs. For data collection purposes, coding sheets, questionnaires, and tests were employed. Percentage and t-test were used for analyzing the data. It was found out that inadequacies of AIDS education objectives and contents were observed. Only in grade six and eight Science courses and in grade seven H.P.E courses that few issues of AIDS were integrated. The available contents ignored the importance of care and support for people living with the virus. The results of school survey revealed that teachers and Anti-AIDS club coordinator were not given enough orientation to successfully implement the program. The involvement of the risk groups and different social agencies in the development and implementation of the programs were unsatisfactory. Meager resources were being allocated for the implementation of the program. The peer education approach reported to be very fruitful in many countries was not properly applied in the schools observed. There were no enough references for teachers and students in the schools. Parents have strong interest if the school can assume the responsibility of informing their children about AIDS. In spite of the above constraints, students have demonstrated an appreciable knowledge base on the first three categories. Deficiencies were, however, observed on the importance of care and support for people living with HIV/A IDS both in curricula and actually on the students' score. Students have demonstrated that they have no caring attitude for the victims. There is a statistically significant awareness differences between male and female. Males were more aware than females were. Setting has not brought about statistically significant difference of awareness on the students.
The Attitude of Teacher Trainers toward the Implementation of Multicultural Education in two Teachers Training Institutes
(Addis Ababa University, 1998-05) Belachew, Alemayehu; Zewdie, Marew (PhD)
The purpose of this study was to investigate the attitude of teacher trainers toward the implementation of multicultural education in two teacher training institutes. The subjects involved in the study were 33 randomly selected teacher trainers from Awassa College of Teacher Education and Arba Minch Teacher Training Institute. The statistics used were mean, standard deviation, percentage, t-test, F-test, chisquare, correlation and regression. Based on these, the data collected through awareness questionnaire, attitude scale and performance rating scale were analyzed and interpreted. The results indicated that the majority of the teacher trainers (72.73%) were moderately aware of multicultural education. The largest proportion of the teacher trainers (57.6%) had favorable attitude toward the implementation of multicultural education in the training centres. The majority of the respondents (60.6%) were poorly competent in implementing multicultural education in the classrooms. There were very strong significant relationships among teacher trainers ' awareness, attitude on multicultural education and the general patterns of their classroom performance from multicultural perspectives. The attitude of teacher trainers accounted very small proportion of the variation in their classroom performance from multicultural perspectives, their awareness being controlled compared to the variation accounted for by their awareness, their attitude held constant. Therefore, from these it could be concluded that the current attitude of teacher trainers toward the implementation of multicultural education in the two training centres may require substantial amount of functional awareness on multicultural education to sufficiently explain their classroom performance from multicultural perspectives .
An Evaluation of Teacher's Classroom Performances in Implementing the New Social Studies Syllabus In The Second Cycle of Primary Education: The Case of South Gondar
(Addis Ababa University, 1998-05) Kebede, Kindalem; Zewdie, Marew (PhD)
The purpose of this study was to make an evaluation of teachers' classroom performances in implementing the new social studies syllabus of grades 5 and 6 in South Gondar. Attempts were also made to identify some factors that influence teachers classroom performances. Data regarding teachers' classroom performances were obtained from the 16 sample schools that were selected using multi-stage cluster sampling techn ique. Within these schools all social studies teachers of grades 5 and 6 (32 in number), 16 school directors, and 16 school pedagogical center coordinators were taken as sources of information. Questionnaires, observation rating scales and interview schedules were the instruments of data collection. The data gathered through these instruments were analyzed using percentage, mean score, chi-square, correlations and simple regression. The findings indicated that a large proportion that is 47.66% and 17.19% of the social studies teachers were found to be "low" and "very low" re spectively in view of the general teaching characteristics. On the other hand, a relatively high level of teachers' classroom performance was found out in the skills of classroom management, in which 37.5% of the teachers were rated as "h igh" and 13.28% of them as "very high". The re sults of the study also show the wide gap between the actual teaching of social studies and the techniques of teaching suggested by the syllabus. Although the dominantly suggested teaching techniques of social studies syllabus are inquiry, group discussion and written reports , their implementation is very minimal in that the observed teachers appear to use the lecture method only. A moderately positive relation (r=0.46) was found out between teachers attitude toward the syllabus and their classroom performance. The regress ion resu lt made clear that the attitude of teache rs toward the prescriptions of social studies syllabus accounted 21.4% of the variation in their classroom performance. Significant difference was also obtained between more experienced and less experienced teachers in classroom performance. The findings further indicated that some factors such as overcrowded classrooms, absence of teachers' participation in workshops and seminars, delay in the delivery of textbooks and other teach ing-materials, inadequacy of periods alloted, inadequacy of teaching aids and curricu lum materials appear to have contribution to the ineffectiveness of teachers in the implementation process of social studies syllabus. Based on these findings and the conclusions drawn, related recommendations regarding the improvement of teacher training and the provision of the neces sary instructional materials were forwarded .
The Evaluation of the Implementation of Grade Eight Mathematics Syllabus in Snnp Region: With Specific Reference to Sidama Zone
(Addis Ababa University, 2000-06) Areaya, Solomon; Zewdie, Marew (PhD)
The worth of a planned curriculum is ascertained through a thorough inquiry into its practicality and ultimate benefit. In view of this, the purpose of this study is to evaluate the implementati on of grade eight mathematics syllabus and to ident i fy the outcomes as well as the problems encountered in translating it into practice. To this effec~, four junior selected as sources of information Sidama zone in SNNPR . Within these secondary schools were from the nine weredas of schools all mathematics teachers of grade eight who are twenty in number , the school directors, and a total of 440 students were taken as actual sources of information. Questionnaires , classroom observation, and achievement test were the data collection instruments used to obtain information from the sources . The results of the study indicate that the majority of teachers exhibited unfavourable attitudes towards the specifications of the syllabus. There are a considerable proportion of teachers who are assigned to teach mathematics at grade eight without the necessary qualification. The specifications of the syllabus are not also implemented in full . Most of the instructional procedures observed in the classrooms are teacher - centered . The dominantly used teaching strategies in the class rooms are writing on the black-board and teacher- directed explanation. Most of the mathematics class time is used for writing and copying facts of mathematics rather than doing mathematics. Consequently , the impleme ntation process of the syllabus is not effective in enabling students to have mastery of the subject matter .Beauchamp (1968:132) ana ~'ullan \101011:b=>1 aescrlDeCl LlldL the success of curriculum implementation is weak; that is, many curriculums have been planned but much fewer have been systematically implemented . Many curriculums , even t he well planned ones, will not be effectively implemented unless equal attention like their planning is given by planners for their implementation . Effective implementation requires parallel policies and procedures, to those that are addressed routinely for development. Many excellent curriculums have had insignificant results because their designers limited their horizon to the development of curriculum without a serious consideration of implementation (Pratt, 1980; Girox , 1981; Sounders and Graham, 1983; Gene, 19 ~)-.-- In addition to this, as Gene and Carter (1995:174 - 17 5) noted it historically , the development of curriculum received the bulk of the resource, time , and attention. But f or implementation to be successful, there must be a balance in the a l location o f resource, time and attention . Deve l opment a nd implementation must be recognized and supported in terms of what they really require and cost. Implementation require s recognizing and adjusting persona l habits, ways of behaving, programme emphasis, and learning space. Ornstein and Hunkins (1998:293)elaborated this idea that successful implementation of curriculum results from careful planning, and planning in turn focuses on three factors : people, programmes, and organizations. Thus, implementation in its very essence seeks the coming together of people , material and programme into a cohesive organizational unit so as to carry out a curriculum ' s stated aims . This shows that the statement of good behavioural objectives, the selection and organization of contents and learning experiences alone will not bring about the desired behavioural changes in themselves unless it is implemented using appropriat e strategies. The implementation of a curriculum depends on many factors, such as people, programme, and organization . However
An Evaluation of the Implementation of Seventh Grade English Syllabus in Eastern Gojjam
(Addis Ababa University, 1999-05) Mekonnen, Dawit; Zewdie, Marew (PhD)
This study was mainly aimed to investigate the extent of implementation of grade 7 English syllabus. The subjects of the study included 20 teachers, 100 students and 8 directors from eight schools in Eastern Gojjam, selected using multi-stage cluster, available, purposive and simple random sampling techniques. Six 1999 first semester examination papers were a lso collected from 6 schools. Observation, questionnaire, interview and document analysis were used to gather data. Percentages, mean values, correlation, t-test and regression were used to analyze the collected data. Results show that 65% of the teachers and above that in certain roles saw themselves as not competent, with their existing knowledge and skill, to use roles suggested in the syllabus and declared that they need inservice training and help from colleagues. Teachers over all mean value in perceived competence also found to be 2.6, in between category 2 (inservice training and help form colleagues) and category 3 (lillIe help from colleagues). Teachers extent of implementation of the syllabus found to be 38.75% and the quality of implementation was also close to attempted (1.02), from a four point rating scale. At least 80% of the teachers were at or below 'mechanical use' in all categories except acquiring information, entailing disjointed and superficial implementation. Teachers also failed to measure proportionally various objectives of the syllabus as most of the exam items (73%) were related to language rules. Teachers, however, reported relatively higher degree of implementation (59%) while students report tend to be similar to what is observed. Inservice training, perceived competence and participation found to have a significant positive relationship with actual classroom practice of teachers and along with experience accounted for 49% of the variation in actual classroom practice. Teachers perceived competence tend to be the only independent significant predictor of teachers actual classroom practice accounting for 35% of the variation. Lack or inadequacy of inservice training, students poor background knowledge, teachers lack of competence to use syllabus roles, difficulty of roles and poor supply of materials such as textbook and teacher's guide appeared to be the major hindering factors in the implementation of the syllabus. The conclusion to be drawn from the study is that aspects of the new English grade seven syllabus are being implemented minimally and poorly due to teachers lack of competence and other factors mentioned earlier. The implementation process in the past two years failed to maintain some fet1ile grounds like training teachers with new skills and knowledge and supplying necessary materials sufficiently. Hence it appears to be wise and timely to take appropriate measures to change the much unchanged operational syllabus.
The Relevance of the Teacher Training Institute's Mathematics to the Teaching of the Same Subject in the Fist Cycle Primary Schools in Snnpr
(Addis Ababa University, 2001-06) Bassa, Kiflemariam; Zewdie, Marew (PhD)
This study has attempted to investigate the relevance of TTl mathematics to the teaching of primary school mathematics. To accomplish this objective two TTls and eighteen primary schools form the Southern Nations, Nationalities and Peoples Region Government were taken as a sample. Two types of questionnaires mainly made up of close ended items with Likelt method of rating scales with an average rate of relevance point ( 3.0) were adapted and developed in order to collect information required to answer the basic research questions raised in this study. The questionnaires were distributed to eight TTl mathematics teachers and fifty primary school mathematics teachers. The results of the study generally suggest the existence of: 1) Correspondence of the objectives of TTl mathematics wilh pnmary school mathematics. 2) Discrepancies among the contents of TTl mathematics and pnmary school mathematics. 3) Lack of harmony in both TTl and primary school mathematics syllabuses in teaching methodology 4) Primary school mathematics teachers lack the capacity to teach the subject Confidently because of the mismatch of language of instruction. Accordingly, this study recommends to take corrective measures to focus on only very essential contents to teach mathematics in primary schools and TTls and to give more emphasis to the teaching methods than contents for the teachings of the subj ect in grades 1 to 4.
Students' Experience in Social Studies Classrooms: The Case in the Second Cycle Primary Schools of Western Gojjam and Bahirdar Administratve Zones
(Addis Ababa University, 2001-06) Tarekegn, Asnake; Zewdie, Marew (PhD)
The purpose ofthis study was to explore students' experience in social studies classrooms. The study takes place in the context of the recently introduced (1996) second cycle primary schools social studies curriculum in Amhara Region. For the purpose, the perspectives of those who are directly impacted by the curriculum changes-students were the main subjects of the study. In addition, subject teachers, who are close to students, were also the source of information. Moreover, attempts were made to obtain data about the transparency of the teaching-learning processes in enhancing students' experience through systematic observations of classrooms in live situations. Principal findings are that students view the contents and learning experiences of social studies as 'providing them an opportunity to be more sensitive to social and environmental problems', 'to learn some to be better citizens', 'to increase own exposure to people who are different', and the like. Most of the respondents also reflected that, social studies have immediate and direct relevance to the development of their social knowledge, attitudes and skills. The majority of the students believe that the contents and learning experiences are 'enjoyable and stimulating'. The overall attitude of the majority of students toward social studies is found to be 'favorable'. However, this study showed as the majority of students are of the opinion that the contents and learning experiences of social studies are 'difficult', that required them to apply hard efforts to master, 'broad' that required them to cover much contents in so little time, and 'remote ' that required them to handle so unfamiliar facts, concepts, generalizations and the like. Teachers also endorsed the feelings of students regarding the 'difficulty' and 'broadness' of the social studies curricular materials meant for the specified groups. But teachers also condemned students for failures to do reasonable efforts. Then, their response showed a discrepancy from students concerning the 'interest' and 'willingness' of students in accomplishing subject related tasks. Though the social studies teachers reported that they are competent to teach the subject and have a favorable attitude towards their tasks, their instructional attempts in enhancing students' experience is found to be deficient. Students seemed less considered as an agent for their own learning. Meanwhile, they are not provided opportunities to be active. The classroom interaction too, found to be less transparent for the quality and nature of student learning. Therefore, it was concluded that the second cycle primary school students who are found in Western Gojjam and Bahir Dar Administrative Zones are encountered for moderately relevant, interesting and enjoyable but challenging contents and passive learning experiences. Accordingly, the findings from this exploratory study suggest issues like: the need of reinforcing the existing favorable attitudes towards the subject; the need of being aware of the problems that come from introducing the concepts too early; the need of employing active instructional strategies to ensure student learning, and the need of authentic, and valuable atmosphere for two-way classroom interaction
The Use of the Wolaitta Language as the Language of Learning in Primary School
(Addis Ababa University, 2001-05) Ayele, Altaye; Zewdie, Marew (PhD)
This study aims at examin ing the extent to which both teachers and students in the primary schools of Wolaitta zone use the Wolaitta language as the language of learning. The study sample included 18 teachers and students in 18 sections from 9 primary schools, which were selected randomly from three woredas of Wolaitta zone, SNNPR. Data were gathered using questionnaire and classroom observation checklist. And the collected data were analyzed using mainly mean values and percentages. The findings of the study show that there is inadequate teacher training program to enhance teachers' use of the language, lack of student textbooks for the effective use of the Wolaitta language, and promising del ivery of the contents in the language and rela tive weakness in writing and reading in the language. In the light of these findings, continuous teacher training on the use of language, organizing self help group in whi ch teachers share their experiences and discuss problems related to the language use, introducing the language for office work and encouraging literary contest among the students were recommended.
Women's Performance in Distance Education in the Ethiopian Management Development Project
(Addis Ababa University, 2000-05) Getachew, Yared; Zewdie, Marew (PhD)
The purpose of this study was to find f)U~ the. major. ..v..a. riables that affect the academic performance of ~ women distant students in the distance training program of the Ethiopian Management Development Project, with specific reference to the study centers in Regions 4 & 14. To this end, three data collection methods and instruments (documentary analysis, questionnaire and interview) were employed. Furthermore, sixty four women and sixty four men ~istant students of the certi~cate-Ievel training program, their tutors (twelve in number) and the coordinators of the three target study centers were used as subjects of the study. Percentages, chi-square, weighted mean, t-test, multiple regression analysis and one-way ANOVA were employed to analyze the data. Findings made clear that in both regions the sampled women distant students perform significantly lower than their men counterparts on their Tutor-Marked Assignments. Whereas the post secondary education level of Region 4 women distant students (which is largely below a diploma leVel) found to have significant impact on their performance ill the T utor- Marked Assignments, that of Region 14 women distant students (which is mostly a diploma level) failed to have significant impact upon their performance in the Tutor Marked Assignments. Besides, lack of adequate English language proficiency was found to be the most common variable among women distant students of both regions that appear to affect their performance. The sampled women distant students' lack of willingness to initiate calls to tutors is still found to be a common barrier that could affect their performance in their distance training. On the other hand, the tutors' apparent lack of awareness in gender-sensitive tutorial practice & the process of women's desired way of learning (interpersonal exploration) appear to have limited their role in facilitating the learning of their women distant students. Moreover, the greater family responsibilities of most women distant students (involvement in household chores and child care) seem to have hindered their academic performance more seriously than their men counterparts. In connection with this, most women distant students were found to be engaged in various social commitments (more than their male counterparts) which appears to have been another impediment to their academic performance in their distance training. Finally, the following recommendations were forwarded to improve the performance of women distant students in the distance training: conducting a preliminary needs assessment as to the educational background, needs and problems of the target women distant students prior to offering distance training; changing the medium of instruction of the training from English to the reg ional languages (i.e. Amharic & Oromifa); introducing special student support initiatives for women distant students (i.e. increasing tutorial hours; preparatory weekend) that counteract their various gender-related barriers to their distance training; introducing a tutor-recruitment system that encourage more qualified female tutors; arranging workshops, seminars etc. for the tutors on gender-sensitive teaching-learning process and women's desired way of learning.

Browsing by Author "Zewdie, Marew (PhD)"

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