IER Theses and Dissertations
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Item Factors that influence academic performance of - trainees in the Harar teacher training institute.(Addis Ababa Universty, 1991-06) Demis Zergaw; Bekele, Abebe(pPhD)In an attempt made to stu~ the effect of trainee academio background and other related factors in the seoondary school upon performance ~, ..theT.T.I. and the curr'icular \ implications thereof, corr tion and regression methods, questionnaires, and interviews were used. The study was conducted in o~der to investigate if there were any . pro blainsof poor performance and',with this, to'-create problem awareness and to seek solutions as well. Results have suggested that there tends to exist a problem of low level of performance in the T.T.I. They have also pointed out that this performance is an outcome not of the level of qualification of teaohers, or the volume of books available in the schools from which the trainees were recruited, but of their previous level of academic achievement, and more a function of the degree of differential academic exposure. Outcomes have also indicated that the curriculum development process has not employed the steps in developing the curriculum as effectively as they should have been so as to contribute to a rise of performance to a level that could bringabout a desirable level of competence. Based on these outcomes, it is recommended that the training programme should devise appropriate mechanisms that could be helpful to raise performance levels such as remedial classes. It is also recommended that the process of curriculum construction should strictly adhere to the steps that must be followed in producing the curriculum for better effectiveness with the programme it guides. At last, it is suggested that relative specialization of trainees in some broader areas of specialization (e.g. Social Science, Natural Science) could be taken as a solution to problems emanating from the effect of differential academic exposure. Of course, this is when consideration is given to trainee needs. It could be impelemented by making use of such attributes of trainees as the already recorded ability, results of pretests, and identified interests as a basis for streaming into different areas or relative specialization.Item An Investigation of History T aching In Ethiopian Senior Secondary School: Historical Perspectives and Current Status(Addis Ababa Universty, 1992-06) Fisseha, Abebe; Desta, Azeb(PhD)Th udy was conducted to 1T1V tigate the teaching o:f his ory i th respect 0 :four d problems, viz., the bas1c reasoning:fo the place nt o:f his ory in the senior cond ry school curriculu, th pr ct c sand p ocesaes o:f yll u. develop en, he teaching strategies, hods and chn ques, and the eaching materials us d both in the pas and h pre n. To this nd both historic land descrip ive- urvey research techniques were employed. The historic 1 earch att mpted to 1nvest1gate what happen d nd hy it happened in a d :f n1te chronological period. It indicated trends, dev lop nts, phas , or perspectives o:f past hi tory teach1ng 1n Eth op1an senior condary chools. Main :findings o:f the historical study were: (i) The 1ncl usion o:f h1stor y in the en10r secondary school curriculum vas a conca i tant develop en with the beginning o:f secondary education in the country; (ii) At the earlier stage the h1story syllab1 were solely constructed by subJect specialists; (iii) Be:fore 1963 the teaching o:f history vas not a1 ed at enabling students to know so ething about their 0 n country; (iv) except the 1967 syllabus, all other yllabi re:fl cted the traditional vie o:f his ory te ching; the object1ves o:f the syllabi were the acquisi ion o:f knowledge; the view o:f history reckoned that tudents should learn h s ory to know about the past and history teaching e phasiz d on the transmission o:f 1n:formation. The descriptive-survey research atte pted to describe the present status o:f history teaching, with particular re:ference to the senior secondary schools o:f Addis Ababa. The :findings o:f this descr1ptiv study are mostly re:flective o:f he situat on in thes chools. The descriptive-survey del" ved data :fro a questionnaire, 1nterv1evs and a classroo observation. The deta obtained :from the quest onneire were tabulated and pre nted 1n tables expressed in nu bers and perc en ages. The views o:f he interviewee ere used to substantiate the int :cpretation, aTialy is and the discussion wherever deemed Tlecessar"y. The .~requ nci S o:f he categor1es embodied in the 0 servation chedule expressed as average les on percentages. To d r irl<:." v r"1at on among the obse:cv d t achers in us ng the e t gori a, to-way n ly is of ar anc (te cher by v1sit) e rri d out.. if) :findings of the descriptive-survey roh v :ce: i) School dministr tor nd princ1pal to n su ption th t anyon wto could d nd und rand i pr ented in th textbook could teach h1story; ) high level o:f di ati f c on among history te cher qu lity o:f h curl" n" ducational prov1B10ns; ii1) h t· ching h1gh y t x book orient d; 'v) h iz his 0 yes roo i :found to be big. A 1 rge group in with xpository ching s r tegy predo in tes th 0 cl Th r is no ~ gni:ficant di :f r nce ong t ch s xpo i ory t t gy (F = .48, 9 d:f, P < 0.001).Item Performance of Senior Secondary Students in Basic Map Work Skills(Addis Ababa University, 1992-06) Dalelo, Aklilu; Asgedom, Amare (PhD)Being components of the overall geographic education, mapwork skills are means to the deep understanding of the other components. As a result, geographic education, whatever the level be, can not be complete without the mastery of at least the basic mapwork skills. Review of literature reveals that this fact is duely recognized by professional geographers, geography educators and curriculum experts including the Social Sciences Panel of the Ethiopian Ministry of Education. However, whether or not students in our schools have really developed such skills was not discovered up to the present . This study was aimed at the investigation of the extent to which students of Addis Ababa developed the basic mapwork skills by the time they complete their secondary education. A performa nce test was prepared and administered to 150 sample students of four government and two mission schools. Data relating to the overall academic performance of the students was acquired from the record offices of the concerned schools. The students also filled in questionnaires meant to gather information about the progress and problems ofiiiteaching mapwork skills in their res pective schools. Similar questionnaires were prepared to be filled in by geography teachers of the same schools. Besides filling in the questionnaires, Geography Department Heads and two most senior teachers of geography were interviewed. The data analysis revealed that the performance of students in basic mapwork skills is very low. Most of them were not able to answer correctly even half of the items in the test. The performance of students of mission schools was relatively better than that of students of government schools. The study also suggested that performance in mapwork skills is positively correlated with students' achievement in mathematics, geography and their grand average. Among the factors that negatively affected achievement in mapwork skills are found to be the chronic scarcity of teaching aids, shortage of time, unfavourable classroom conditions, lack of sufficient knowledge about mapwork skills on the part of the teachers, lack of interest on the part of the stud ents, and poor content structure of the map-reading textbooks being used.Item An Evaluation of Grades 9-12 English Curriculum and Its Implimentation In Schools At Capitals of Ethiopla1~ Administrative Regions As Causes For Students' Def1ciency in English(Addis Ababa Univerisity, 1992-06) Bedanie, Mellese; Tsehaye, AmbayeThe purpose of this study is to find out the causes for students' deficiency in English with particular reference to grades 9-12 English curriculum and its implementation in schools at capitals of Ethiopian administrative regions. To this effect,data on Grades 9-12 English curriculum objectives and content have been secured with the help of curricular document analyses and unstructured interviews made with members of the English Panel in the Institute for Curriculum Development and Research(ICDR). On the other hand, information on the curriculum implementation is obtained through questionnaire and interviews conducted to grades 9-12 Engl~sh teachers; class observations; instructional media check-lists; assessment of course and weekly lesson plans, examination and test papers in 10 senior secondary schools which have been selected with the help of quota sampling technique. The results of data analyses, interpretations and discussions indicate that one of the causes for students' deficiency in English is the design and implementation of the curriculum, which in accordance to the findings of this paper, focus on: Ambiguity and insufficiency of the curriculum objectives; absence of communicative language; high dosage of grammatical descriptions; irrelevance of reading passages ,vocabulary items and exercises as curriculum contents and their unsystematic selection and gradation; shortage and or absence of appropriate instructional facilities, plans, methods, techniques and evaluation strategies for implementing it. In synthesis, these findings reveal the pitfalls in grades 9-12 English curriculum and its implementation which caused students' deficiency in English; and hoped to serve policy makers, the ICDR and teachers as frame of references to change the curriculum and improve its instructionItem Evaluation of The Teaching Skill of Pedagogical Instructors Teacher Course Some Selected in Training Institutes of Ethiopia(Addis ababa univeresty, 1992-07) Gebreyesus, Getachew; Bekele, Abebe (PhD)The purpose of this study waS two fold. First, it attempted to appraise the classroom teaching skill of the instructors of professional courses (Pedagogics and Psychology) in Harar and Debrebirhan Teacher Training Institutes. Secondly, it examined the implications of factors; such as skill training experience (both at preservice and inservice levels) to the instructors- present classroom performance. Moreover, it investigated as to whether or not contextual factors - classroom condition, size of trainees, teaching load and years of teaching experience have bearing upon the instructional performance of the teachers. Two complementary forma ts (Preliminary assessement and Final evaluation) were employed to appraise the instructional performance of each instructor in two different sessions. ~ollowing the appraisal, questionnaire and document analYses were used to obtain information pertaining to the factors expected to have bearing upon the evaluative results. The findings related to the appraisal showed that greater number of the instructors (51.25%) were ranked less adequate in view of the majority of the criterion variables in the final-evaluation format. 24.25% of them were judged average, while the remaining 24.50% were found more adequate. In connection with thiS, the skill training programmes ~hich the instructors have experienced both at p~eservice and iriservice levels were found inadeQuate and identified as major factors which have worked along with the instructors' teaching skill • • In contrast, the contextv2l factors were found to have little impact upon the instructors performance, and were taken to have little effect upon the evaluative results.Finally, the practical implications of the findings to the practices of teacher education programmes both at college and T.T.I levels were discussed.Item Evaluation of the teaching Skill of pedagogical course Instructors in Some selected , Teacher Training institutes of Ethiopia(Addis ababa univeresty, 1992-07) Gebreyesu, Getachew; Bekele, Abebe (PhD)The purpose of this study waS two fold. First, it attempted to appraise the classroom teaching skill of the instructors of professional courses (Pedagogics and Psychology) in Harar and Debrebirhan Teacher Training Institutes. Secondly, it examined the implications of factors; such as skill training experience (both at preservice and inservice levels) to the instructors- present classroom performance. Moreover, it investigated as to whether or not contextual factors - classroom condition, size of trainees, teaching load and years of teaching experience have bearing upon the instructional performance of the teachers. Two complementary forma ts (Preliminary assessement and Final evaluation) were employed to appraise the instructional performance of each instructor in two different sessions. ~ollowing the appraisal, questionnaire and document analYses were used to obtain information pertaining to the factors expected to have bearing upon the evaluative results. The findings related to the appraisal showed that greater number of the instructors (51.25%) were ranked less adequate in view of the majority of the criterion variables in the final-evaluation format. 24.25% of them were judged average, while the remaining 24.50% were found more adequate. In connection with thiS, the skill training programmes ~hich the instructors have experienced both at p~eservice and iriservice levels were found inadeQuate and identified as major factors which have worked along with the instructors' teaching skill • • In contrast, the contextv2l factors were found to have little impact upon the instructors performance, and were taken to have little effect upon the evaluative results. Finally, the practical implications of the findings to the practices of teacher education programmes both at college and T.T.I levels were discussed.Item An Evaluation of The Professional Progra" of The Pre-Service Primary Teacher Education in Ethiopia - Based on The Objectives of The Training Progra".(Addis Ababa Univerisity, 1993-06) Girma, Mulugeta; Tsehaye, AmbayeThe purpose of this study was to determine the adequacy of the professional training of the pre-service primary teacher education program vis-a-vis the overall obj ectives and specific outcomes of the program. And a s rvey was conducted by taking r andom sampl es of 410 graduating students and 80 instructors from t h e TTls at Dessie, Gonder, Awassa, and Nazareth . With a response rate of 75 percent, the data collected were analyse~ by utilizing appropriate statistical methods from which the following results were obtained; Statements of the overall objectives that focus on the development of prospective teachers' competencies and their ability to promote "community development" were regarded as highly relevant and important to the professional training; and t hat objective whi ch proposes "ideological training" was considered as least. import.ant. _ The professional preparation was rated as "more than adeqLtate" ~ by b t•_, groups of respondents, in the skills of "planning", "pre-sentation" and •!e• ... a~uation•, of classroom lessons; and the prepar at 1. on was rated as " inadequate" in dea:ing with "classroom management" skills; no significant difference was observed between the two groups, expect. in the area of "evaILlation" skills . - Some background characteristlcs of the respondents sho~ed a significan~ re:ationshi~ with the1.r rati ng of the erFcfess:.ional traini;fg: stwGer,ts with more pre-traini ng work (t=:.::-h:;f~) " e ;::, e~le~,ce," and those r,it:-f higT-. "tendency " to o-c~ o~t =~ ~eac~lng a~e :es~ op~i-_~ti= i~ ~~eir r ating; ard tea::hers loollth more lIyears 0+ s2r".ce" in the TTls r ated the train"ng morE pos:itivEly; the "wort~ of the feedback" stkdents reciEVed in the p~actice teaching period was also significantly aG~ ~asitively relatej with their rati ng . Based on these results, some recommendations are made: TT:is should formulate trainable objectives that are sensitive to the professional needs of trainees; systematic trai~ing in professional skills should be provided; research on teaching and teacher education practices should be encoura-ged in the TTIs; the teaching practice pYO,rCu'f\ should have a defin"te objective~ ~nd clos2r cooperation between the TTls and the Elementary schools should be maintained .Item An Investigation Into The Integration of Environmental Education Into Social Studies Course in Some Selected Teacher Training Institutes (T.T.Is) of Ethiopia(Addis Ababa Univerisity, 1994-06) Girma, Melaku; Ghedai, Abebe (PhD)The purpose of this study was to investigate the integration of environmental education into social studies course in the T. T. Is, through examining the trainees' environmental education competencies which involve changes in knowledge, attitudes and skills. To achieve the objectives of the study 321 trainees from four T.T.Is were randomly selected. In addition to this, the instructors of the course and the teaching materials were considered as sources of additional data. A 10-page questionnaire, which included: the test, attitude inventory and rating scale, was administered. The syllabus and the textbook of the course were analyzed and interviews with the instructors were conducted. The data collected were statistically treated. The results suggested that the course seems to have some elements of environmental education, even though they do not measure up to the objectives and standards of the present day environmental education program. The slight majority of the trainees displayed mastery of environmental knowledge as far as the test results are concerned. However, when seen from different directions it is found to be premature to generalize that the trainees have foundational competency in environmental knowledge. Even though the available information and findings alone are not comprehensive to provide conclusive results, the trainees' attitudes toward environmental problems, environmental education and environment in general found to be highly desirable. Regarding environmental skills the trainees appeared to have a minimum competency in environmental action skills. In all the three cases statistically significant differences were observed among the T. T. Is considered. Relatively positive significant relationships were obtained between the trainees' environmental knowledge and environmental attitudes. On the other hand, between the trainees' environmental knowledge and environmental skills and between the trainees' environmental attitudes and environmental skills no clear systematic correlations were obtained. Many constraints and difficulties were reported concerning the integration of environmental topics and activities into the course. In general a very modest and uncoordinated teacher training effort in the area of environmental education seemed to be the rule at every institute studied in this inventory. The practical implications of these findings to the development of environmental education in the course specifically, and in the other courses in general are indicated.Item A Comparative analysis of the bureaucratic structures between large and small secondary schools(Addis Ababa Universty, 1994-06) Haile, Alemayehu; Ingidayehu, Yalew (PhD)The concept of bureaucracy, here, is viewed as a means of organizing work which permits or encourages coordination. Coordination in turn is achieved in hierarchy of graded authority regulated by rules and depersonalizing mechanisms. As such bureaucracy is not a bed of roses for individuals. It is rather a system of administration which is destined to institutionalize work in organizations. Schools are the basic organizational units in the educational institution; they have the role of dividing the work and integrating results. Thus, schools are becoming more bureaucratically structured. It is suggested that, the idea of bureaucratization of schools confirmed, to a considerable degree, Weber's specification of bureaucracy on the basis of their division of labour,J their hierarchical structures~ their rules and regulations~ their procedures and thei r impersona~ treatment based on competence. Hence, the educational version of bureaucracy is seen as a set of six-dimensions. The study comparatively exami.es the basis of the bureaucratic model , the dimensions of organizations that are chartacterstically cited as bureaucratic attributes by measuring the degree to which these dimensions are present in the two sets of secondary school systems. It is illustrated in the study that a b reaucratic structure is not unitary variable but it is multidimensional and prevalent among the selected twelve secondary schools. The prevalence and emergence of these burea cratic dimensions are also proved to be that the schools are bureaucratic in a large number of ways. Furthermore, it is demonstrated that size is a determining factor which influences the bureaucratic structures of secondary schools. Thus, all the six-bureaucratic dimensions vary in size. Finally, the causes of disagreement (conflict ) and the consequent results that reduced teachers commitme c such as, seniority based promotions, lack of reconciliation between the expectations of autonomy and individual responsibility of highly trained professionals with the hierarchy of authorities, are also examined. Based on the previous comments and concluding remark i. the study, in the final chapter, the writer forwards so e realistic suggestion and recommendation tha individua_ teachers need a certain amount of auto 0 y if they are to • £ contribute meaningfully to the objectives of the schools. Hence, school administrators should allow individual teachers to have enough autonomy to enhance their professional initiative and to encourage the development of positive and fruitful relationships within the school systems . Such necessary leadership styles may result from the recognition of the professional status of teachers and a substantial delegation of responsibility in them, and not from polarization of teachers and directors into 'superiors' and 'inferiors.'Item Teacher - Pupil Interactions in Mathematics' Ciasses : a Study of Current Classroom Practice in Selected Secondary Schools in Addis Ababa(Addis Ababa Univerisity, 1994-06) McCaul, Patrica A; Zewdie, Tassew(PhD)Item Teachers' participation in decision making in the technical and vocational schools of Ethiopia(Addis Ababa Universty, 1995-06) Abahumna, Asefa; Ayalew Shibeshi, Ayalew(Ato)The major purpose of this study was to ecxamine the level of existing and desire of teachers in technical/vocational schools of Ethiopia to participate in decision making process. Data was collected through questionnaire, unstructured interviews, observation and document analysis. A questionnaire was distributed to 10 government and 2 nongovernment schools and elicited 227 responses. The same questionnaire was completed by 52 academic teachers, 163 technical/vocational teachers and 12 principals or the total 22 of them were females. For the purpose of analysis, different statistical techniques such as percentage, chisquare, t-test, scheffe test, correlation coefficient and ANOV A were employed. In the final analysis, the study revealed that significant difference was observed between the existing and desired level of participation. That is, the level of existing teachers' participation is considerably very hi_ . Yet, there is a significant difference between the views of the groups of respondents (positions) concerning desired level of participation. Strong association was observed between the goups of respondents concerning the importance attached to decision categories. It revealed that females perceive less level of participation than males. The study also showed that, as years of experience and academic qualification increase, the level of participation also increaseItem A Study of students selection, streaming, and training In the technical and vocational schools of Ethiopia(Addis Ababa Univerisity, 1996-06) Lernmessa, Dessalegn; Ingedayehu, Yalew(PhD)The purpose of the study was to investigate the selection, streaming and training of students in the TV Schools of Ethiopia, and thereby, forward recommendations for the improvements of the problems that the study brings to light. The areas of concern were the methods, procedures, and the types of resources employed to select, stream and train students to produce the required semi-skilled manpower. These are: the provision of occupational information through the guidance program, the provision of the necessary resources, the staff- development schemes utilized to up-grade the technical and pedagogical knowledge of teachers. Out of the 14 government TV schools operating in the country, 9 of them were included in the study. Opinions, comments and suggestions were properly gathered from the officials, administrative staff, teachers and students through the questionnaire. Some of the major findings include: It is the intake capacity of each training school considered as the only means to determine the number of new entrants selected every year. The lack of job opportunity experienced by the graduates has brought trainees to become indifferent to the training programs. Recommendations for the mentioned points are: The responsible MOE in collaboration with the regional education bureaux, professionals in the TVET and the potential employers have to innovate a system which helps to make a balance on the number of students to be trained in each field to that of the absorptive capacity of the economy. A study has to be carried out by the policy formulating MOE so as to (1) bring those fields of specialization having no/less market demand to terminations (phase-out) (2) the current training programs be based on indigenous technology to make them applicable for self-employment of graduates and to the local demand.Item The Role of Multilateral Assistance in Ethiopian Education(Addis Ababa Univerisity, 1996-06) Hagos, Taddele; Shibeshi, Ayalew(Ato)To investigate the role played by multilateral assistance to Ethiopian Education, explore its volume and the way it is administered and coordinated, the study was undertaken in 6 offices of multilateral agencies, 3 ministerial head offices, 10 region bureaux, 8 zone and 8 wereda education offices. The data were collected through questionnaire, interview and document analysis. Various statistical techniques such as percentages, t-test, chi-square, and correlation coefficients were used to analyses the data. The results suggested that the volume of multilateral assistance has shown an increasing trend. This increased assistance has diversified sources that call for efficient coordination on both donors and recipien t sides. For such purpose any capital inflow into the country is negotiated and coordinated by a single ministry-the MOEDe. The study, however, evidenced that the problem of coordination has been observed, even in the presence of such a ministry. The problem of coordination has been worse on the donors side of the assistance fence. Inter-agency cooperation and exchange of information among different donors has not been satisfactorily undertaken. The study further indicated that efforts have been made to integrate assistance with national self-help efforts by enabling the government and the public to cover some percentage of the total project costs. More over, attempts have been observed to monitor and evaluate education projects assisted by multilateral agencies through project progress reports, field trips and tripartite meetings. Nevertheless, the study indicated that such attempts were not continuous. In addition the participation of local authorities (particularly those at the grass root level) and the public, though some initiations have been observed, were not as satisfactory as what they had to be.Item Impact of Parenting Practices on Scholastic Performance of High School Students in Wolayta and Amhara Cultures(Addis Ababa University, 1997-05) Ayele, Abesha; Wondimu, Habtamu (PhD)This study examines the impact of parenting practices on scholastic performance of high school students, the relationship between ethni city and parenting style, and the type of parenting style dominantly practiced among Ethiopian fam il ies. The subjects of the study were tlu'~e hundered thirty five eleventh-grade students attending two Comperehensive Secondary Schools in Wolayta Soddo and Bahir Dar. Based on Maccoby and Matin's (1983) revi sion of Baumrind's conceptual framework, families were class ified into one of four parenting groups (authoritative, authoritarian, indulgent, and neglectful) on the basis of the adolescents' ratings of their parents on two parental dimensions: acceptance/involvement and strictness/supervision. The students were then contrasted along their scholastic performance. Results indicate that parenting practices have a significant impact on scholastic performance of high school students, explaining 13. 14% of the variations in academic achievement. However, the impact of parenting practices is moderated by the effect of sex of the students. That is, male students who characterize their parents as authoritative sco re higher in scholastic performance than their counter parts who perceive their parents as nonauthoritative and female students who come from all four parenting sty le families. Male students who come from authoritarian fami lies perform better in school than their counter parts who are from neglectful homes and female students who come from indulgent and neglectful families. The scholastic performance of female students is not significantly different as a function of parenting style they have in their familie s. Moreover, the results also reveal that ethnicity and parenting style are not related and that authoritative parenting style is a type of parenting style dominantly practiced among Ethiopian families. The implications of the results to child-rearing practices and child sociali zation and the adaptabi lity of Ethiopian fa milies to modern patterns of child-rearing practices are di scussed.Item Elopment and initial validation of attitude towards Hiviaids scale(Addis Ababa Universty, 1998-06) G/egziabher, Asmamaw; Andualem, Tamerie (Ato)An instrument to measure al/itude tOll'ards f-IIVIA IDS lI'as developed based on same sdected predictors (measuring iSSlles), 63 items were initially wril/en and adopted hosed on the measuring issues and prepared to be checked/or its face validity and clarity -19 items that survived the face validity test 0(111'0 psychology department instructors (AA U) and 36 students/i'om diffe rent colleges/ fac ulties, year levels and sex groups with 7 nell' items were administered to the sample selected based on stratified random sampling A/ier undertaking some item analysis for each measuring issues (subscales) using 362 questionnaires. 27 items were retained and subject to validation study using principal component analysis, The principal component analysis extracted six componel1ls with coefficient alpha reliahility ranging Fom 0, 70 to 0,81: close-mindedness. condom and condom use, con/identiality. discrimination, discllss ion & fear of sex Construct validity of'the f-IAA scale was also supported by its positive and signi/ical1l correlfllion (0. 75) with a related measure "personal al/ itude about AIDS" and ils poor correlation W()N) with the unrelated measure "depression ", Thereji)re, The HIV/AIDS ollitude scale developed to AA U students is reliable ond validItem Demand and Development Trends of Private Primary Schools in Addis Ababa(Addis Ababa Univerisity, 2000-06) Gossaye, Seifu; Teferra, Seyourn(Associate Professor)This study assesses the Demand and Development Trends of Private Primary Schools in Addis Ababa . The purpose of this study is to survey the reasons for the re-emergence of private primary schools, scan the environment they are working under and their institutional strength and internal environment. It was found that private primary schools in Addis Ababa are attracting clients from the well to do section of the society who can afford and is willing to pay for what it believes to be better quality education. These schools are currently a source of financial gain for their owners, though it was not always the case in the last four years for all of them. Difficulty in land acquisition for school establishment, neglect by the Education Bureaux and other offices, regulations on curriculum and medium of instruction and the broad mandate given to school parents' committees are found to be the major problems of private primary schools in Addis Ababa. Regulatory changes with regard to school establishment, •land area requirements, curriculum, medium of instruction and the role of the community are recommended to encourage those already 1hVOlved in the venture and who would invest in education .Item Assessment of the Impact of Early Parental Loss on The Psychological, Social and Behavioral Problems of Institutionalized Hiv Orphaned(Addis Ababa University, 2000-06) Mekonnen, Habtamu; Dubey, N.S. (PhD)This study examined the psychological, social and behavioral developmental problems of institutionalized HIV orphans. A total of 63 participants were selected using purposive sampling method from SOS Children's village in Bahirdar, Orphans in age of 14-18, had lost one or two of the parents to HIV disease. Three questionnaires were independently administered to orphans, and based on the responses to the questionnaires; data were analyzed by using independent sampled t - test, rating scales, ANOVA, and Studentized Range statistic: q (Tukey) methods. The findings showed sex, age of admission, and duration of stay were found to be directly related to the psychological, social and behavioral development of orphans. Findings also showed double orphans were more affected and paternal orphans were the least affected from the loss of parents'. In accordance with the findings and conclusions, recommendations were forwarded.Item Issues surrounding Self-contained classroom In primary schools In Ethiopia(Addis Ababa Univerisity, 2001-06) Cherinet, Fekadu; Shibeshi, Ayalew(Associate Professor)As the current schools practice show, lower primary level (grade 1-4) is organized in the form of self-contained classroom. This classroom setting has now become an issue of debate and discussion among those teachers of primary schools. Thus, the main purpose of this study is to investigate the issues surrounding self-contained classroom in primary schools in Ethiopia. In order to achieve the purpose of the study, basic questions were raised regarding the attitude of primary school principals, teachers and students towards self-contained classroom, and the problems encountered during the implementation of this setup. The study was carried out in 24 primary schools in Ethiopia. The sources of information were 8 woreda education office experts, 40 primary schools principals and assistant principals, and 334 teachers who were engaged in teaching selfcontained classrooms and 190 students of grade 4. The instruments used to gather information for the study were questionnaires, inteNiews, and obseNation. The data obtained were analyzed through percentages, t-test and rank order. Based on the analysis made the following major findings were obtained. The inadequate training and lack of experience to maintain and manage the classroom on the part of teachers, lack of competence and interest to teach all subjects, the absence of substitute and skilled teachers for non-academic subjects, large class-size and the inadequately equipped classrooms with materials and facilities were found to be the major problems for the self-contained classroom not to become effective. Based on the findings obtained, the following recommendations are made. Provide adequate training to teachers, assign substitute and skilled teachers, reasonable class sizes so that teachers can manage students properly, provide educative and attractive classrooms and facilities and adequate teaching materials are prerequisites that should be rigorously met. If these pre-conditions are not fulfilled, it is hardly possible to attain the desired objective in self-contained classroom.Item The contribution of menschen fur menschen foundation In Increasing access to primary education In Illubabor Zone(Addis Ababa Universty, 2001-06) Redate, Befekadu; Workineh, Tilahun (PhDThe main objective of this study was to investigate the contribution of MfM Foundation in increasing access to primary education in Iliubabor Zone. To conduct this study, a descriptive survey was employed. For this purpose samples were taken from 6 primary schools that were supported by MfM in 6 Weredas. The research study involved four categories of sample population: teachers, students, school principals, Zone Education Department, and Wereda Education Officials and MfM Office officials. Questionnaire, interview and personal observation were the main instruments used to collect the data. Besides to support the study, documents and reports in the MfM Office and Zone Education Department were consulted. Data analysis was made by using statistical tools such as percentage and t-test to identify whether there are differences and agreements in the judgment of the respondents regarding the questions posed on the activities performed by MfM education project. The results of the findings revealed that MfM has provided support to primary education in three major areas; construction of new schools, renovation and expansion of the existing ones. It was found that the community was involved in the education project carried out by MfM by contributing money, site selection for the schools constructed and in the protection of the projects during and after its foundation. In addition to this, it was observed from the findings that support provided to primary education in lIIubabor by MfM, alleviated the problems of about 11.4 per cent of the children's of the community to get schools near to their villages, chairs and desks and school facilities. On the other hand, it was found out that the major complaint of the community about the out come of the project was, most of the schools constructed, and renovated by MfM do not have fence. Finally, based on the major findings and conclusions drawn, the following major recommendations were for warded to meet the problem under the study.Item The teacher-Cmld relationship patterns as correlates of childeren's school adjustment In kindergarten(Addis Ababa Univerisity, 2001-06) Mikre, Fisseha; Yimer, Makonnin(PhD)Teacher reports of children's relationship, competence and problem behaviors are important sources of information in school psychology. This study examines teacher-child relationships as correlates of children's school adjustment paradigm. Patterns of kindergarten teacher's perceptions of their relationship with children were described in a cluster analysis for 305 children on a teacher report measure. Three patterns of relationships were described: More positively involved , functional average, and negatively involved . Children in the three patterns significantly differ in school adjustment. Children with whom kindergarten teachers reported a positive relationship were better adjusted in school and had warm, close and communicative relationships than those whom the teachers report negative relationships.