School of Psychology

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The Prediction of the Academic Achievement of Students from High School Grade Point Average, ESLCE and Selected Aptitude Tests in the Junior College of Commerce
(Addis Ababa University, 1991-06) Aderra, Kebede; Yimer, Mekonnen (PhD)
The purpose of this study was to identify the relative effectiveness of high school grade point average (HSGPA), Differential Aptitude test (Verbal & Numerical section), and Ethiopian School Leaving Certificate Exarnination(ESLCE) results as predictors of academic success in the Junior College of Commerce. The sample to which the. findings of the study referred were 247 students "Tho were adlni tted to the Junior College of Commerce in the Academic year 1990/91. Using m~tiple correlation and regression analyses, the effectiveness of each independent variable was identified. It revealed that both HSGPA and DAT test scores significantly predicted students academic performance in the college. However, the predictive ability of the DAT test scores varied within different fields of studies. Neither ESICE GPA nor ESICE Maths results significantly contributed in c:redicting colle ge performR.TIce. Hm·rever, ~ICE English test resul t has shown significant correlation coefficient for the total group as well as for the group ma2orL~g in Accounting, Purchasing and Supplies Management and Secret erial Sc i ence and Office Mangement. The ESICE-Englieh test score 21so significantly accounted for the varia'lce in colle!3'e ',rork fer the group majoring in Secreterial f:cience a~d (iffice Man8 f1:ement. Finally , suggestions ,-rere e:iven conceI'!1in~ the Admission p-11d ulacement criteria as well as the need f or further research LTJ. the area.
Personality Types and Academic Achievement Motivation as Correlates of College Academic Performance
(Addis Ababa University, 1992) Tefera, Daniel; Wondimu, Habtamu (PhD)
Different research outcomes indicate that noncognitive variables play important roles in detemlining students success or failure in educational activities. The present study aimed at the investigation of the effects of some of these noncognitive variables on college academic performance of our students. More specifically, the purpose of this study was to investigate the relationship between personality types, academic achievement motivation, status on admission and academic performance of college students. A separate and combined effect of each of the independent variable on academic performance was scrntinized. Two hundred thirty nine second year diploma students of KCTE were selected randomly. Data on personality variables and academic achievement motivation were obtained from MPI and AAM Self-Report inventory administered to these subjects. Students' personal documents and academic records were consulted in order to get data concerning status on admission and academic performance. Data were analyzed using chi-square test of independence, analysis of ....... variance, and stepwise regression analysis. The results of statistical analysis indicated that both personality dimensions (Introversion/Extraversion and Stability -Neuroticism) and personality types (stable introversion, stable extraversion, unstable introversion, and unstable extraversion) failed to have significant relationshop with CGPA of the subjects. Above average academic achievement motivation is found to be a factor in academic success. Status on admission is also found to affect academic excellence where the nonregulars were found to be inferior in their academic performance and as well as in their academic achievement motivation. Taken as a whole personality types, academic achievement motivation, and status on admission are found to have significant relationship with first year CGPA of the subj ects. Since the result of this study signals to the educationalists as to the importance of noncognitive variables, further research aimed at investigating the importance of noncognitive variables in the process of education is recommended.
An Evaluation of the Planning System of the Adult Literacy Programmed of Ethiopia
(Addis Ababa University, 1992-06) Dessie, Yalew; Ghedai, Abebe (PhD)
This study has attempted to evaluate the planning system practiced in the literacy progr8Jllme of Ethiopia. It tried to investigate whether there is substantial relationship between the programme planning system experienced in the literacy programme of Ethiopia and the planning system advocated by unesco sponsered conferences, and different adult educators. The study used a combination of descriptive and analytical research methods. The data for the study were obtained from three sources i.e. review of related literature, the documents issued in the programme, and interview. Puprosive sample of people, in the Department of Adult Education, were used in the process. Unstructured interview instruments were developed and used in the study. As a consequence of the nature of the instrument used, the findings of the study were presented by way of qUQlitative explanations about the adequacies and inadequacies of the planning system deployed. According to the findings of the study, the literacy programme was massive C8Jllpaign thQt sought to make all adult men and women in the nation literate within around seven years. In this perspective, the programme's plan resembled to be ambitious. The intention of the government to promote the literacy programme was mainly for political purposes which appear to be narrow in its scope. In the planning process of the literacy programme, no study of the melieu had been executed to integrate the national necessities with the needs expressed by the different social groups. A Single model was· used without any adaptation being made to different geographical areas or the needs of different social groups. The planning system exercised in the literacy programme was based on a centralized model as that of the formal ed~cation. This approach is contradictory to the principles of adult literacy programmes. The needs and problems of the local communities were largely overlooked and not reflected in the curriculum designed. This. imply that the curriaulum was not functional and responsive to the local needs of adult participants. Several problems were inherent in the progr8JllJlle as a result of the defects of the planning system used.The programme planning and the implementation pattenms applied in the literacy programme were not adopted and adhered to the basic principles of functional literacy that have been widely acknovdedged for effective literacy programmes. The implication the writer has drawn from this is that the effectiveness of , the literacy programme is doubtful. Over and above, the progralJlllle has been characterized by acute shortage of specially trained literacy workers 1n the field of adult education. This suggests that the programme's activities were mainly based on mere chances. Very little attention has been given to the training of literacy agents compared to the formal education in the country. Consequently, it is difficult to expect effective qualitative outcomes from the programme. In conclusion, there are clearly noticed differences between the planning system experienced in the literacy progra.mm.e and the planning system vlidely advocated by different adult educators. On the basis of the findings of the study recommendations were made with the premise of improving the programme planning system. Moreover, the paper suggests for the restructuring of the exieting adult lieracy programme of the nation.
Type of Schooling, Socioeconomic Status Grade Level and Sex Differences on Raven's Progressive Matrices Test
(Addis Ababa University, 1992-06) Mekonnen, Fisseha; Hussein, Abraham (PhD)
The purpose of this study was to examine whether or not scores on Raven's Standard Progressive Matrices Test, a 'culture-fair' measure of general mental ability, are affected by cultural and environmental influences. The Raven's Standard Progressive Matrices Test (1958) Was therefore, administered to 599, Seventh; ninth-, and eleventh-grade Ethiopian students who had a considerably heterogeneous. cultural and environmental experiences. It was hypothesized that, the mean scores obtained on the Raven's Standard Progressive Matrices Test would not be different when the subjects are grouped under type of schooling, socioeconomic status, grade level and sex. Different levels of factorial designs were employed to examine group mean differences, and simple and partial correlations were computed in examining relatio~ships between the Raven's Test and the treatment variables. The results of the study indicated that, mean scores on the Raven's Test vary significantly with type of schooling, SES, and grade level. No significant mean difference was obtained for sex. In addition, very low but significant correlations were obtained between the Raven's Test and the treatment variablea except wi th sex. The results generally support the previous. findings obtained in other contexts, and suggest that the Baven's Test is not a 'culture-fair' test of general mental ability. Future. research may be undertaken to find out the effect of factors considered in this study and other factors with regard to the usefulness of the Raven's Test, more specifically the influence of environmental experiences and academic achievement on the Bevan Test.
Effects of Students ' Physical Attractiveness, Sex, Ethnicity, and Achievement on Teacher Expectancy Formation,
(Addis Ababa University, 1993) Jemberu, Tsehaie; Teffera, Tirusew (PhD)
Several studies indicate that various student characteristics play important roles ln the formation of teacher e xpectation. The ma i n purpose of the present stud y was to in vestigate the effects of students' ph ysical attractl veness, se x , ethnicity, and achievement on teacher expectation formation. To accomplish this task, four photographs with two leve ls of attractiveness, six ethnic names as indicators of student ethnicity, two se xes, and two groups of achievement resu lts were systematically combined to produce 24 hypothetical fifth grade students. An identical essay supposedly written by the student and some other identical information was compiled and written for each of the 24 students. A total of 576 teachers were randomly selected from three regions and were asked to rate the essay and give their future expectat ions. ANOVA results showed that achievement was the prominent factor in influencing both teachers ' rating of th e essay and teachers' future e xpectations. Student sex also influenced teachers' rating of the essay. Fema l e teachers were also found to be more optimistlc in their future e xp ectations than male teachers. Except for few interactlons all other varlables did not show significant differences in biasing teacher essay rating and future expectations.
Students' Future Time Orientation as A Function of School Performance and Home Environment in Central Ethiopia: Instrument Development and Validation
(Addis Ababa University, 1993-06) Shanko, Desalegne; Wondimu, Habtamu (PhD)
Sixty nine statements from different spheres of life, reflecting students' future time orientation (FrO) were locally prepared, and administered to 500 grade 10 and 11 students from central Ethiopia. Item analyses through principal component analysis and item-test correlation yielded 51 items and 16 FrO factors with varimax rotation. The relationship between FrO scale versus students' achievement, sex, dwelling, socio-economic status (SES), parents' level of education and perceived intrinsic instrumentality (PI) was investigated. Employing stepwise regression and X2 analyses a significant effect was found due to achievement and PI. Separate as well as combined effects of the rest of variables were not significant. Consequently, the scale can profitably be used for assessing strength of motivation. Inspite of the developmental stage of adolescence that enables them to assert the future events realistically, the present findings were interpreted with respect to 'heuristic-bias' (Manger & Tiegen, 1988) that might have occured. Further research directions particularly, for selecting significant variables associated with FTO have been proposed
Gender Differences in Mathematics Achievement As A Function of Attitudes in Grades 8 Through 11 (in Northern Shoa Region)
(Addis Ababa University, 1995-06) Zeleke, Seleshi; Wole, Darge (PhD)
The purpose of this study was to examine gender differences in mathematics achievement as a function of attitudes among 8th, 9th, loth, and 11th graders in Northern Shoa region. A questionnaire, an attitude scale, and mathematics tests were administered to a random sample of 515 boys and 332 girls from 5 randomly selected secondary schools. Analysis of variance, analysis o f covariance, and chi-square were employed on the data. The results indicated statistically significant differences (at . 01 level) between males and females in both mathematics achievement and attitudes among 9th, loth, and 11th graders. But at the 8th grade level, a statistically significant gender difference was found in mathematics achievement but not in attitudes. All significant differences were in favor of males. Results of the analysis of covariance similarly indicated sUbstantial gender differences in mathematics achievement at all grade levels. Also, peers, parents, and teachers tend to hold lower expectations for girls than for boys in mathematics. It was concluded that the gender difference in mathematics achievement was due not only to the gender difference in attitudes but due a lso to other variables which influence the mathematics l earning of boys and girls differently. Pr act i ca l impl i cation s of the findings are i ndicated .
Some Factors Affecting Scholastic Achievement of Elementary School Pupils
(Addis Ababa University, 1995-06) Mamo, Sewnet; Teferra, Tirusew (PhD)
The purpose of this study was to assess some of the prominent factors that are supposed to cause disparity in academic performance in eight selected elementary school pupils in Eastern Gojjam r egl on . The study involves 360 randomly selected students . The results suggested that the exposure o f students to urban-rural settings remarkably contributed to academic performance differences which in turn, caused difference in scholastic achievements between them. Moreover, sex, attitude and teachers' expectation were found to affect students achievement where as family educational background was not that much important in academic performance of students. The practical implications of these results to the policy and practices of education are indicated.
A Comparative Study of the Academic Achievement of Regular and Extension Students of the Addis Ababa Commercial College
(Addis Ababa University, 1995-06) Tadesse, sentayehu; Wondimu, Habtamu (PhD)
In this study, academic achievement was compared between regular and extension students. And also an attempt was made to assess the effect of certain factors (independent variables) namely years break in study, high school grades (ESLCE GPA), age on entry, sex and marital status upon the dependent variable (academic achievement). To serve this purpose 343 students (203 regular and 140 extension) who entered the Addis Ababa Commercial College (AACC) in 1990/91 and 1991192 academic years were selected as a sample. Among the regular students 116 were males aiul 87 were females. Out of the extension entrants 63 were males and 77 were females. Cumulative Grade Point Average (CGPA) was used to compare the academic achievement status of regular and extension entrants. Student's personal files were consulted to obtain data pertaining to [he independent variables considered in this study. In addition, structured interview was conducted with the instructors teaching both regular and extension classes, counselors and a co-ordinator of the continuing education program at the MCC. The interview was aimed at getting information about the position of regular and extension students with respect to their academic achievement, the academic problems of the two groups of students and the status of guidance and counseling. Data were analyzed using a t-test and analysis of variance. The results of these tests indicated that: 1) regular and extension students at the M CC dijJer significantly interms of their academic achievement,' (2) years break in study, high school grades (ESLCE GPA), age on entry and marital status are significant as factors affecting academic achievement of students,' (3 ) gender has no significant effect on academic achievement
Job Satisfaction among Employees of the Ethiopian Insurance Corporation
(Addis Ababa University, 1996-06) Wasslhun, Kassahun
The study sought to determine the relationship between personal data, attitudes, and financial factors and job sa tisfaction. It was conducted in ETHIOPIAN INSURANCE CORPORATION. A 28. 1 per cent sample (n = 331) was selected by proportionate stratified random sampling method from seven departments of the corporation. The data regarding the dependent and independent factors were collected by questionnaire from the employees, and from documents (that was substantiated by interviews). The total score on six items formed a criterion which was acceptable at least from the stand point of dispersion and reliability. The qualitative data collected by the questionnaire were converted into five-point scale. Statistical analysis included computation of correlation matrix, multiple regression analysis, (R adif , and F-values between and within dependent and independent variables. The finding of the study revealed that from all the predictor variables only five had a statistically significant relationship with the criterion measure. Among these predictor variables four-recognition, participation in decision making, age, and responsibility were positively related while one- co-workers was negatively related to the criterion. Although some of the predictor variables have s tatistically significant relationship with the criterion measure, the degree of association was not substantial in each case. Based on the finding, it was concluded that the recognition that employees receive from their corporation, opportunity to make-decision, age, responsibility and relationship with co-workers appeared to be slightly better predictors of job satisfaction than other factors. The results of the study have been interpreted and compared with those of other studies reported in the literature. The study has several implications for personnel management of the corporation. On the basis of the finding obtained in the study it was recommended that the problem has to be further researched in different organizations and/ or institutions for validating the findings and the instrument developed.
Motivational Orientation, Learning Strategy and Academic Achievement Among High School Students in Northern Shoa
(Addis Ababa University, 1996-06) Gemeda, Tola; Husain, Abraham (PhD)
The first purpose of this study was to investigate gender-related grade level differences in academic motivational and learning strategy cornponents among 81h , 91h , 10lh and 111h graders in Northern Shoa region . The second purpose was to examine the relations between these motivational and learning strategy variables and academic achievement at each grade level. An Amharic version self-report measure of student intrinsic value, self-efficacy, test anxiety, cogniti~e strategy use, and self-regulation was administered to a random sample of 391 boys and 366 girls from 5 randomly selected secondary schools and data-on academic achievement were obtained from school records . Analysis of variance, correlation and regression analyses were employed on the data. ANOVA results indicated statistically Significant grade level difference (at .05 level) only in self-efficacy between 81h and 111h graders. Statistically significant gender differences were found in self-efficacy, test anxiety, cognitive strategy use and self-regulation. All significant differences were in favor of males. There was a significant interaction between grade and sex only in cognitive strategy use. Results of correlation analyses indicated that self-efficacy and intrinsic value were positively related to cognitive engagement and academic achievement while test anxiety was related to these variables negatively at each grade level. Regression analyses revealed that self-efficacy and test anxiety were the best predictors of academic achievement at all grade levels. The motivational and learning strategy components, when combined together, revealed statistically significant relationships with academic achievement in all grades. It was concluded that the differences in students' motivational orientations and learning strategies were not only due to grade level and sex, but also due to other variables which influence students' motivational beliefs and learning strategies. Students with motivational orientations involving self-efficacy and intrinsic value use appropriate learning strategies and appear to be successful learners. Very test anxious students seem to use defective learning strategies and show poor academic performance. Practical implications of the findings are indicated.
The Relationship between Sex and Other Characteristics to Teacher Stress and Coping Strategies: The Case of Western Zone Elementary School Teachers of Tigray
(Addis Ababa University, 1998-05) Zeray, Hagos
This study investigated the relationship of sex, age and teaching experience to teacher stress and teachers ' coping strategies as well as sex difference on teacher stress and coping strategies. The study involved a random sample of 200 school teachers (100 Males and 100 Females) in 8 elementary schools of Western Zone Tigray. Overall the results suggested that a considerable portion of elementary school teachers (about one-fourth) in the present study rate their profession as very stressful or moderately stressful. Regression analysis further showed that teacher characteristics such as teaching experience, and sex were predictive of work-related teachers stress. In addition, experience and age of teachers were identified as relatively more important characteristics in explaining teachers' coping strategies. Age of teachers, however, was related negatively to teachers' coping strategies. Furthermore, female teachers appear to experience more stress reactions to pupil misbehavior and time pressures than male teachers. On the other hand, causes of stress for male teachers seem to arise mainly from poor school ethos. Contrary to cultural stereotypes, there were no significant sex differences in employing emotion-focused and/or problem-focused coping stra tegies between male and female subjects. The discussion focused on a comparison of the findings with previous findings. The implications of the findings for stress prevention among school teachers are also identified.
Causal Attributions of Parents', Pupils', and Teachers' Regarding Pupils' Academic Outcomes (The Case of Arbaminch Compo Sec. School)
(Addis Ababa University, 1998-06) Workineh, Derbie; Yimer, Mekonnen (PhD)
The present study investigates the causal attributions of Arbaminch Comprehensive Secondary School pupils, parents and teachers regarding pupils success and failure, future academic outcome expectancy, and success and fa ilure against pupils gender. Causal Attribution Scale and Future Academic Outcome Expectancy Scale were administered to: one , a random sample of 107 pupils from grade 10th and 11 th (58 males and 49 females), two, 107 parents, and three, 12 teachers. The result of t-tests and analysis of variance indicated that parents attributed pupils' success to themselves and to pupils. Pupil s attributed their success to the teacher and themselves, and teachers attributed pupils' success to themselves and to pupils. In fai lure situation, parents tended to blame teachers and themselves, pupils tended to blame external causes, and teachers tended to blame pupi ls and parents. Statistically significant difference was not obtained between male and female pupils in their attribution of success and failure. The t1u'ee groups of attributers significantly di ffer in their expectation of pupils' future performance. Hence, parents showed high future success expectancy than pupils and teachers. Furthermore, a significant difference was obtained among the three groups in their attribution of success and fa ilure against pupils gender. However, gender by itself did not appear as a source of variation throughout the study. It was concluded that there was attributional difference between the attributers in their causal explanation of pupils' success and fa ilure, future academic outcome expectancy, and success and fa ilure against pupi ls gender. However, the attributional di fference was not due to the gender di fference but due to other variables which infl uence their attribution.
Some Factors That Influence Attitude towards Sex Education among High School Female Students in South Wollo
(Addis Ababa University, 2000-05) Berhane, Habtegiorgis; Logaw, Moges (PhD
The present study examined the role of selected background and psychological variables, namely, religion, age, grade level, attitude of parents towards sex education, and source of infomlation as predictors of the attitude of female students towards sex education. Data pertaining to the above variables were obtained from 296 subjects (148 female students and 148 mothers) in the Amhara region (South Wollo Zone). The background infomlation were collected using a questionnaires, and psychological variables were assessed by employing scales. Analysis involving multiple regression and partial con'elation suggested that the age and grade level of female students do not independently contribute to the variation in attitude towards sex education. However, attitude of parents, source of information, and religion were found to be the most powerful predictors of the attitude to female students towards sex education. Like wise, educational level of parents, knowledge and discussion on contraception and sex education were found to be strong predictors of attitude offemale students. Finally the importance of the result, particularly in relation to the influence of background and psychological variables in detennining the attitude of female students towards sex education, and implications of the findings are discussed.
Self-Concept of War Affected Adolescents - The Case of Dinkas of Southern Sudan
(Addis Ababa University, 2000-05) Tefferi, Hirut; Wondimu, Habtamu (PhD)
The study tried to in vest igate whether th ere were differences between the self-concept of Dinka ado lescent refugees and those who live in th eir home areas . Two general hypotheses were tested . There were stati sti ca ll y signifi cant differences between selfconcepts of refugees and non-refugees and between accompanied and unaccompanied adolescents. Addit ional steps were taken to determi ne specific areas of differences by grouping related items into categories. The pi cture that emerged after the in vestigat ion of the situation of the adolescents is the complexitiy of the set of factors that affect the ind ividual adolescent in the struggle to survive, develop and engage in meaningful activity in relatio n to himself and the community. On the other hand, the pressures on adolescents in ensuring the continuity of traditional modes of responsibility and interaction among its partners. [n the opin ion of the author of this paper, the generation of adolescents is at a crossroads - a point where self-concept may ha ve to be defined largely according to the long estab lished values of the community or where neccessities for survival and coping in war overrid es the demands of the traditiona l, conmmunity oriented life. How th is generation will develop in the future could be of interest to know.
Concerns of Teachers With Respect to Experience, Sex and Qualification: The Case of Addis Ababa Region
(2000-06) Asrat, Dawit; Yimer, Mekonnen (PhD)
Concern in teach ing denotes the tendency of being more preoccupied about a given aspect of teaching than to another. In this study an attempt is made to look at the variation of its occurrence interrns of levels of experience (:S 5 years, 6-14 years, C 15 years), sex (male, female) and qualification (Diploma, TIl) of teachers. Questionnaires were given to 503 teachers who were instructors of 25 selected schools from Addis Ababa region from which 425 questiOtUlaires were collected. After removing those whose initial and latcr qualification appeared different and those who were attending further education, only 249 were found most appropriate for the study. By random sampling 120 were taken from this target population; 10 from each cluster of experience, sex and qualification. The multi variate and univariate analyses indicated a significantly higher level of self concern for less experienced teachers. Also females were found to haw higher self concern than males with no variation for the qualification levels. Regarding task concern both medium and highly experienced teachers depicted greater concern compared to less experienced ones though the difference between the two was non-significant. Also sex as well as qualification differences were non-significant. As to student concern, highly experienced teachers showed a statistically higher concern over less experienced teachers while the difference with medium experienced teachers was nonsignificant. Difference interms of sex was observed for female teachers showing higher student concern than male teachcrs. But no difference was observed between Diploma and TIl qualified teachers. Based on these results, possible explanations, conclusions and recommendations were made.
The Underlying Causes of Household Food Insecurity and Coping Strategies: The Case of Legambo Wereda, South Wollo Zone, Amhara Region, North Eastern Ethiopia
(Addis Ababa University, 2000-06) Bekele, Eshetu; Demeke, Mulat (PhD)
This stud), reports both theoretical and elllpirical fill dings all the underlying causes a/food illsecurity alld households copillg strategies ill Legambo Wereda, South Wallo, one o( the chronically food insecllre weredas o( the Alllhara regioll. Although the causes alld coping strategies of households were 1I0t stlldied before, the stlldy wereda has been alld is being repeatedly affected by droughtinduced food insecurity and the lIIajority of the households were and are exposed to lIIigration and death and the remaining ones are depelldellt 011 food aid. ThIlS, the objective of this research was to identifj; and allal),ze the ilia jar causes o.(food insecurity alld coping strategies o( hOllseholds durillg food crisis in the wereda. The allalysis was lIIade using the household data collected Fom three kebeles (Segnogebeya, Ertlleti, and Tach Akesta), that are representing difFerent agro-ecological and production zones o./"the weredafor the year 1998/99. Descriptive statistics on 1110 jar household characteristics (such as: size and age-sex distributioll, depelldency ratio, fertility and mortality, lIIigration, ethnici'y alld language, religious culI/positioll, marital alld literacy status) of the households were discussed. Moreover, the lIIajor activities o( the households and major farm characteristics alld access to productive assets (.\"lIch as: farlll lalld, crop productioll, farlll illputs alld extellsioll, draft anilllais alld farlll tools alld livestock productioll), alld other variables (such as: non,(arlll opportunities, food aid, and coping strategies) were analyzed based all prilllOl)! alld sOllie seCOlldOl)! data collected FOIII Federal, Regiollal alld local level offices and informatioll obtained FOIi/ group discussions alld key informants. In additioll to food availability calculatiolls used to lIIeasure the level of household's food security status, lillear regression analysis was carried out. The study result has showl/. that, il/ter alia, households with relatively hetter access to resources, HOI/farlll incollle, urban center alld better copillg mechanisllls were proved to have relatively better food security status than others. III the study wereda, relatively better of( households were observed in wainadega agro-ecology thall those in dega areas. As revealed by the sllldy results, more than 64 percent of the populatioll in the wereda was found to be below the food poverty line. Overall, the stlldy populatioll fulfills only 87 percent (1553 Kcal/person/day) of their per capita caloric requirements /i-olll all available sources (including food aid) at the lowest level of survival consllmption rate (which is 1785 Kcal/person/day). Food povert)l, as fOllnd out Fom the study results is higltly correlated with agro-ecology, non-farlll access, possession o( cultivable land and other productive assets such as oxen, family size and neamess to urban centers. The OLS regression results, also revealed that among other variables, agro-ecology, nOll-farm income, cultivated land and proximity to the wereda center were/ound out to have positive coefficients and higltly significant (all significant at 99 percent confidence level) in determining household's food security status. Hence, the underlying callses for household food insecurity are found to be highly related with resource access, location, and non-farm opportunities. It is, therefore, suggested that among other things, focus on family planning, diversifjling the rural economy (particularly, by giving 1II0re emphasis to livestock and agro-forestl)l developlllent), creating offfarm employment opportunities and backing up same of the traditionally known coping mechanisms must receive policy atteJltion to reduce household food insecurity. Policy illstrumellts, such as skill training and credit particlliariy payillg more emphasis to the dega areas could help develop non,/ell'm income for food insecure households. Moreover a well deSigned and plallned reselliement programmes should be seen as an illStrulllent for ensuring sustainable livelihood and food security of the IIIOst vllinerable households in Legalllbo.
Attitudinal Survey on High Risk Sexual Behavior (Intervention Strategy) Relevant to Hiviaids With Respect to Gender, age and Educational Level; the Case of Bahir Dar University Students
(Addis Ababa University, 2001-05) Hailu, Asnake; Yimer, Mekonnen (PhD)
The purpose of this study was to examine the attitude of Bahir Dar University students towards HIV/AIDS intervention strategy, in abstinence, condom use and faithfulness. 450 students constituted the sample from randomly chosen departments. A questionnaire was used to gather data and a univariate analysis of variance was employed. Gender differences are found to be significant in attitude towards abstinence (females score higher than males). But there is no age and educational level differences observed. With regard to condom use first, second, third and fourth year students were found to be different regardless of their age and gender. In this study where faithfulness was treated as a dependant variable, age and educational level differences were found to be statistically significant. Which means faithfulness, as HIV/AIDS intervention strategy seems to be a likely method for young adults and senior students. In addition to these, all-possible first order interactions between age, gender and educational level were found to be significant. Eventually, policy makers and different organizations working on HIV/AIDS need to teach abstinence as a realistic and feasible intervention strategy. In addition, social marketing agencies and concerned line ministries need to clear out all the suspicions individuals have and give the reality of condom use (both the drawback and advantages).
Employment Opportunity and Discrimination at Work Place the Case of Blind and Persons with Motor Disorder
(Addis Ababa University, 2001-06) Assrat, Metasebia; Tefera, Tirusew (PhD)
The study focuses on employment opportunities of persons witll disabil ity and the types and nature of discrimination thGY face at work place. It enquired the effect of disability on securing employment and attempted to iden tify the specific prevalent discriminatory instances and map out tlleir manifestative mode.The study was carried out in Addis Ababa and a total of60 government employed persons with disability were used as the primary group of subjects. The data collected using different instruments was analyzed using both qualitative and quantitative methods of analysis.The result found from th e study is discussed according to the problem and the relevant long-term and short-term recommendations are made.
Coping Strategies and Caring Styles of Parents of Children With Mental Retardation (The Case of Four Parents)
(Addis Ababa University, 2001-06) Mesfin, Aschalew; Zewudie, Teka (PhD)
The purpose of this study was generally to identify the condition of parental coping strategy and caring styles toward their children with MR. Specificall y, it trie to identi fy and de cribe parental coping strategies and caring styles toward the di sabling condition of their child with MR and parenting that child with the objective of developing the cognitive quality of their retarded children, respectively. Information! data about the four cases of the parents and their coping and caring condition is collected mainly from mothers of the children with MR. through interview and informal home observation methods. Two of the four cases of the parents (Case 1 &4) had been out of Addis Ababa and were not getting educational services for their children with MR during the past years though currently they are in the verge of getting educational service at Kokebe Tsebah primary School, Addis Ababa, like the other two cases-l &3 . A qualitative research design and analysis was appl ied to respond for the statement of the problem, or the major research question of this study. SO, the findings of this study is presented and analyzed accordingly. Parental coping resources types (e.g. personality type or self esteem of the parents and other characteristics of the parents, their disabled child and his/her disability) and other family factors (e .g. their interaction & functional system and their attitude toward MR) and life experience of the parents with professionals are a mediating factor of coping strategies toward disability and caring the children with MR. For example, interview report in this study revealed that only one mother of a female child with mild level of MR is currently more able to cope up positively with the disability and behaviour problems of her child than ever before by consulting professionals regarding the problems of her di sabled child. So, this mother is not always practicing physical punishment against her disabled child as in the past though she practices it now rarel y. The other child with moderate MR is still punished by her sister so that the child's mother is always complaining about such a wrong action of the child's sister that made the child's mother unable to cope up with it. Even though all parents try to teach their children with MR at home, they are not as expected as to teach frequently their own retarded child at home and to create a favorable environment to satisfy the educational needs of their retarded child at home. The degree of direct involvement of the parents and other family members in teaching their disabled children seems to vary according to the educational status of each cases of the parents and the existence of sisters or brothers of a disabl ed child who can take the responsibility of teaching and caring their di abl ed child at hom . In add ition to thi , all parents of the children with MR are not using enough teaching and play mat ri al and are practicing the teaching process at home info rmally without r ce iving profe ional ervice or supervision during the invo lvement of the parents in cari ng and teaching their retarded children at home. Physical puni shment, not reinforcement, for the behavior probl em and wrong acts of the children with MR in the proce s of carin g and teaching th e child is more usually practiced against the female children with MR than against the male children with MR .. Parents of male children with MR have also wish to send their children for in stitutional care-which is the reflection of maladaptive coping strategy and being unab le to care tho e children at home, properly. Since these physically abused children with MR are not perfect to receive all the instructions told by their caretakers or their fa mily members, it was reported that mother of the female child with mild MR and sister of the female child with moderate level of MR. had practiced physical punishment against those female disabled children at least once in a week in the past. Therefore, all parents of the children with MR (except Case 1) are not able to cope up positively with the disabling conditions of their children and to care their children with MR properly and in teaching style.

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