Curriculum and Instruction

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    An Investgation Into The Pract'ces And Processes of Curriculum Planning And Development For General Education In Ethiopia Since 1974
    (Addis Ababauniversity, 1990-06) Deste, Feleke; Bekele, Abebe (PhD)
    -(ht:: purpose of schooli g is to >ducate I(:~rn ..! rs in SlK.h u "'lay IliJt they will c C'b lt! to cor:tributc to the wclf~ re " nu strength of scci ·!ty, und to r ': eo llze a f II d< v lopment of thir p.)tcnti;:·1 as human ein~s. In order to do t his , curricula are pl "'nr.~ d r'nd Q(;v -Ioped, t (:achers uro trilincd, t <::,·t books and oth-.!r ,l.::'terials rc <"IS0 produced. T ~· attClir its nd-result ~, n cducationol progrum must be planned Qnd d velopcd s / sterr.~, tiCr"~ lI y using () curriculum d v .:; loprr..; 1t model of ne kind. This fact Is one. that h"s jscapcd mt~ r.y ~cr50ns' t.lth.:ntion in s 'vcr;")1 p l n c ~s. f. curriculum dl:velopment m"d;':;! is said t (' be in 13ctu~1 us wh..;r. professionals charg c! with thr.- task shGre <1 sense of comme, rl iity .::xcmplifkd by a strong nl:twork of its concf.:ptual and m f.th(jdclogic ~ 1 commitments that gcv rns their wc.rk. Such a conc ptual schc '!11 ... serves t sy ltheslzc ;) \1 und(;rtakk, gs i:lnd to rGvca l prubk.m sciutions thClt ilrise in I.: rning. he me jor objl..ctiv'· A this study is to make on Invcstigatio"1 into '~he Pr ?ctict;s and Pr ;c~ss,-s r f Curriculum Ploilnl 9 and D v<...lopmcnt for GI:mer ;J1 :::.ducati n in Ethiopia since 197~1 ~Ii h a focus (m thu und rlying m(jd~l. n s J doing, uttcmpts (I r ~ mndc to 9ath~r informCltion from pr tQ s~ionals \'/orki. 9 in th'4 Institute - for Curriculum Dev Icpme: 'It ( 11d ~~ cs~arch and officials charged with Cduc:l tlGn policy d cisivn-m;:>kiIl9 at the lev; 1 of the. iV.ir istry. This inf_ rm13tion is obtain,-d thrnug quo sti(..nnairl;;s unci Int;rv ·~ws from the twr. grcups fTI ntion ~d . !~ esults hardly sU9S st th(7;t there exists:) ::!gr ·,:-,d- 'pc n curriculum dev ' lopment fr;C'del which con direct the ;:>I ~r.n ing clnd
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    All Ass&Ssmelit of Teachers' Peryormabces Iii Currioulum Implbkentati(I{ (Illu.Anor Smior Secondary Schools Ii Focus)
    (Addis Ababauniversity, 1991-06) Dinka, Hailu; Desta, Azeb (PhD)
    vItIIa MarO./JUlle 1990, a stuq was oarrie4 > t ill III ~a •• r Seai r Seeoai~ Sc~o.ls to assess tke pert ~aaees .f teackers .t tile aca4ea:l.c suD~eot. 1». ourricula illpl ' e.tati ••• · ft.. 'itasic q estiollS wlaick tAe s't'aq atteaptet t. uswer were: > (1) n. teacAera select, structare aal ~ rcaaise tAe e •• te.t. _t tAe su.~eets taq teaell t. faoll1tat'etlle pl_i..... .e: Dclisi •• • t hstracti.1 (ii) Do all teac1lera eJDl~ gpropriate aetJa tat tecUiqlles, au. proen.res ia teac1d.ac1 (111) De teacaera Dow ~ attevt t oTero ' ae t~e u.rtace f te~e~-le~ aateriala1 (iv) De teacllera WI. c---.1t:r resn.ree. t. tke M.vaatace -,.f ~:astruct1o.1 ad (T)' Do teaclu~r8 ~r vi ... f.r c ••c eras ot tke learaers?-. Oae alUlirea tllrJ. V tnr tea llera troa a asaple .f teee seAO Is partieipatH. :lA t1le stu..,.. nrouga tlle use .f questieaa1re, o.serYati DS, ani l.tervievs, lata were collect ... troa teaeaers. Directors 'and stuae.ts were alao iaterviev~. T1te lata collecte .. were anaJ.;rzei usiac peree.taces, averaces, mn-8fj,uare tistri8uti.a, aU. iater,retatioJlS ia. re1st1 •• t. Ii terat1lre ill tae fiell ot eurric1ll1lll u4 instruoti... h particular, II J OOsOD. • a 'Ilodel of ovriculua tAeor.r- was taken as .. ,. a tr8lle .t r~ erence;' . ~. . , - . - MaJor tilldiDCa of t e stuq were (i) Teacaers ... 0 .... (select •• , structured, and reorcaaizei) tAe co.teats .t tAe sultjects tA.,. teacll to tacili tate tAe plan.iU.q &:AI execusi.1l ot instructio., (ii) Too m~ teacaers vere uaconceraei a.out tAe sllort~e ot bstructional materials ia th.e su'itjeota tll.~ teacll, (iii) TeacAers tende4 to 4elloutrate a less trequellt use ot appropriate procedures ani tecluri.ques in teaclliDC 04 .. sigDificaat eifference was o.servei aetwee. all teacaers iA t1l.is regari, (1 v) Iew teacaers used tlle coaamd t.r tor IlUca t taeir teac1liac, aai (v) Teac1I.ers assistea tae lear,aers o~ tllrouga 1nforll8J. uvic~ and ellcourageaeats. 0. tae .asis of the firuJi DeS it was reco_eDd_ to (i) Orgaaize workskops ani semi.ara ter teacaers to 1I.elp taea aaster tae metko4s and teca.iques ot teaclli~, (ii) Aavise teacaers to prociuce their own teac1li~ aiels, (iii) Encourage teacllers to llSe collJlUlli ty resoruces, ~i v) Moaili ze tAe scaool aa t1l.e surrounding coaaunity ter tAe upkeepi., uj, .ailltenaace ot tlle se.ool, and (v) Make eo.tinous follow ups .r teacll.ers
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    A Study On Ability Grouping and Its Effects on Selected Instructional Aspects In Selected Senior Secondary Schools of Addis Ababa
    (Addis Ababa University, 1993-06) Setegn, Lemma; Gehdai, Abebe (PhD)
    The purpose of this study has been to find out the effects of ability grouping on the instructional processes , that is, on the uti lization of resources, application of the different methods and techniques of teaching , the academic achievement; the socials and emo tional development of the students; and final l y, its effects on the working cond i t i ons and work relationship of the teaching staff in selected senior secondary schools of Addis Ababa. To this end, samples of students and members of the academic staff have been selected random l y and were made to fill in the questionnaires prepared for each of them. In addition to this, a randomly selected the Ethiopi ~Sc h oo ls Leav ing Cert if icate Examination ( ESLCE ) results of a matching he terogeneously taught students and a homogeneously treated g r oups; a randomly selected c l assroom observations and interviews with the regional education office authorities have been used as the sources of data. The analysis o f the data col l ected fr om the d ifferent sources s h owed that there are no significant differences in the utilization of the resources o f the schoo l s , in the application of the different methods and techniques of teaching. Similarly, the comparison of the academic achiev ements of t he heterogeneously taug.t students of thepre -g r ouping ability prac tice and those o f the homogeneously grouped and taught students haven 't shown significant differences which are in favour o f the special grouping. Thus. showing that the expected purpose s o f the grouping practice in the region have not been attained. Although the re are no significant differences in the Academic ach ievements. the grouping practice has showed some positive and negative effects on the social and e motional development of both special and non-special group student. However . the negative effects seem to be more and stron/j[er on the non-special group students. Though there are the des ire to exce 1. high inte llectua l curiosity, self-reliance. sociability and truthfulness among the independence. spec ial c lass students. t here are some negat i ve c haracte ristics that are man ifested by them. These inc l ude. the artif i cially inflated self-esteem or superio rity corrlPelex. boasting. and some others which have not been o bserved in the heterogeneo u s l y grouped students by the staff and the students the mselves . The negative effects o f the prac tices seem to be higher and stronger on the non-special class students than on the special c l ass stude nts. It has stigmatized t hem . It made them feel inferior to their pee rs . lose interest in the school. develop low self-image. lac k self-contro l . etc.Finally, the findings showed that the ability grouping practice has not showed any significant effect on the teachers' working conditions and work relationships. This is so, because there have been no clearly stated guidelines as to how the practice has to be accomplished and the demands and competenc i es required from the teaching staff whic h consquenty would have affected then!. They teach almost as wha t they had been doing in a heterogeneously grouped classes . The teaching met hods and techniques they use in the special and non- special classes are more or less the same . Therefore, the effects o f the practice on the teaching staff are lirr!ited. Eventhough the contribut i on o f the ability grouping in the schools a re very limited, its negative effects on the students are higher than its pos itive effects. To maximize the contribution of t he p r actice i n the instructiona l p r ocess and minimize t.he negat i ve effec ts, it needs a c l early set guidelines on the different activities. The teachers need training. The separation o f the school who lly f o r the special students seems logical. In addition t o this, the number of sections and the large size of the students in each sec tions are Borne o f the great obstacles to mate rialize the plan. So it needs great attention to get good results from the practice .
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    Major Factors Affecting The English Achievement Upper Primary School Pupils Ik Gondar Town
    (Addis Ababauniversity, 1993-06) Ayele, Abera; Bekele, Abebe (PhD)
    The quality of education as reflected in academic achievement can not be divorced from the complex set of social and educational factors which interplay to affect learning processes and outcomes. The qu e stion "what makes a difference in academic performance?" has been addressed by different researchers from both the developed and the developing countries. Within the developed countries much is known about the determinant-achievement relationships. In the developing countries, however, the findings are inconclusive and inconsistent. The purpose of the study was to examine the extent to which variables used in the Educational Production Function and the Process-Product research approaches explain differences in grade five and six pupils ' English achievement. Specifically, the study attempted to investigate the relative impact on pupils' achievement of seven home, six pupil, six schoolclassroom and eleven teacher related variables. This task was accompl ished by regressing thirty independent variables for each grade level. The dependent variable used as a criterion measure was achievement test prepared by the investigator based on the objectives and contents determined by the Ministry of Education for the respective grade levels. The thirty independent variables were selected on the basis of revi ew of literature. Information on the independent variables was secured using three basic tools of data collection: Questionnnaire. school and classroom inventory. and classroom evaluation rating scale. The r e lati onship b e tween the thirty ind ependent variables and pu p ils ' a c hi evement at each grade l evel was analysed by the me thod of multipl e r egression. A variable ' s statistical impact on the d epend ent va riabl e was a c cept ed as significant at 0.05 a level or better. Results of the analysis revealed that variables describing home. pupil. school-classroom and teacher attributes have differential impacts on stud ents ' English achievement~ some var iables (such as class repeti tion, father ' s education and planning skill) show ed statistically significant impacts while others ( s u ch as pupl sex, cla ss - ize, and family-size) exerted nonsignificant influence. Based on these findings some basic co n c lu~i o ns ar e r each ed and r e lat ed r ecomm endations forwarded
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    Assessing The T.T.I. Amharic Syllabus
    (Addis Ababauniversity, 1993-06) G/Kirkos, Amdeselassie; Adamu, Taddele (PhD)
    The purpose of this thesis is to assess the developmental processes of the Amharic syllabus for the Teachers Training Institutes (T.T.I's). It is the purpose of this thesis to examine whether or not the Amharic syllabus is properly developed and processed on the basis of the Tyler Model. The thesis further ~ries to determine whether the concerned head officials of the Institute for Curriculum Development and Research, the Department of Teacher Education and the T.T.I's Amharic instructors r are well aware of or/ and have a clear knowledge of the Tyler Model. In connection with this, it attempts to clearly indicate whether there is any definite model that the concerned professionals adhere to when developing a curriculum or/ and a syllabus. To achieve these objectives, the necessary data were collected, ana~ysed and discussed. Initially, for a syllabus to be well planned, developed and prepared, many factors have to be considered. These include the involvement of experienced experts, the cooperation and devotion of the experts and the continuous effort of the concerned professionals in general. Taking this point into account, however, the results of the study have sh0w~d that: 1. There is no definite model whatsoever throughout the educational system in general and for the designing of the T.T.I. Amharic syllabus in particular. 2. The Amharic syllabus for the T.T.I's is not properly planned and developed on the basis of the Tyler Model. There has not been any change ~( improvement made on the syllabus since was ;:,' f 'ii Yt Q /1 r F ; t2} a { e.d I' 11 ( C; f 1-- C r=. c ) . 3. Most of the Amharic instructors are not clear about the basic 'Y1O'f. principles of the Tyler Model. This doesAmean, however, that they do not have a theoretical knowledge of the model. The point is that they are not clear about the guiding principles of the model. On the basis of the findings, an attempt has been made to put forward releyant recommendations towards taking deliberate actions for the proper planning, developing and improvement of the Amharic syllabus for the T.T.I's so that there will be a possibility of producing effective primary teachers of enhancing the teaching-~earning process of the elementary education
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    An Analysis of the Work-oriented Character of the Ethiopian Primary School Curriculum
    (Addis Ababa University, 1994-06) Chere, Andualem; Bekele, Abebe (PhD)
    The purpo se of thi s study is t o analyse wh e ther the Ethiopian Curri culum of primary schoo l i s work-oriented or no t. To ach i eve thi s a im, t e xtbook co nt en t analysis and qu e st i onnai res have b een used as data co llect ion instruments. Four s t eps have been f o ll owed i n ana ly s ing t he conten t of th e t ex tbooks . Th e first step i s concerned wi th text book selection. Th e second step involves defining the research prob l ems in t e rm s o f categoriE's in relation t o the thE'sis bas i c qUE'st i ons. Th e th ird s t ep deals with ide n tif y ing the t ec hnique of mea surement or uni t o f content. The last step identifies th e system o f enum e rati o n. Th en . da t a obta ined from text bo ok ana lysi s and questi onnaire are int e rpreted and summari zed. The results of the analysis show th a t thirty- seven p e rcpnt of thp co nt ents are work - rpf ere nced. Of th ese wo rkfc, fer"nced paragra ph s , thirty - ti1r f'E' percent are hIlle - c o llar refe r enced and four per cent are ,.- h i te - co l l ar - l'io r k-referenced, TIle quest t o find n llt thp students ocrupational aspirations has r evealed that con t rary t o th e cnntpn t s of the t ex t books, their occupational aspira tion is i ncl ined to wh ite-c o llar categ o ri es o f occupat i o n s . On th e basis of the results. it is co n c luded that, in mos t aspects, th e present content of th e Ethiopian e lementary sc ho o l t ex tbooks do n o t co nt ai n a ba lan ced pr opo rtion o f co ntents which r e fl ec t wo rk orientation . Thoug h the f e ..work- or i en t ed paragraphs re f l ected a blue-collar ca t ego r y of " ork b ia s , th ey fail t o develop on s tu de nt s pos i tive att itude t oward s ma nual work,
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    An Analysis of The Work-Qriented Character of The Ethiopian Primary Schcx)L Curriculum
    (Addis Ababauniversity, 1994-06) Chere, Andualem; Bekele, Anene
    Th purpose of thi tudy is to analyse whether the Ethiopian Curriculum of primary school is work-oriented or not. To achiev this aim, textbook con n analysis and ques ionnaires have been used as data collection instruments. Four steps have been followed in analysing he content of the textbooks. The fir t step is concerned with text book selection. The second step involves defining the research problems in terms of categories in relation to the thesis basic questions. The third step deals with identifying the technique of measurement or unit of content. The last step identifies the system of enumeration. Then. data obtained from text b01k analysi and questionnairp are in erpreted and summarized. The rpslll s of thp ana 1 ys i S sh090 tat hi rty-seven percpn of the contents are wnrk-referpn ed . Of these wo rkrpfprpnce p~ragraphs, hirty-thr e perren are plue-collar refer nced and four perrent are whi te-co llar-90nrk-referenced. The qUE''':; n find ou he <; uden SOC'! a~io nal aspi r a i')ns has re 'ealed that contrary 0 the cnn::"' ... s n . heir 0(' upational aspi ration is incline categorie<; of occupa tions. he "xtbooL . o whi te-collar On the basis of the resul ts. it is concluded that, in most aspects, the present content of the Ethiopian elementary school textbooks do not contain a balanced proportion of contents which reflect work orientatio. Though the few work-orient d paragraphs reflected a lue-collar categ ry of work bias, they fail to develop on tud en.s po i ive attitude towards manual work
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    Some Characteristics, Reasons for Participation, and Study Problems of the Senior Secondary Level Correspondence Students in Ethiopia
    (Addis Ababa University, 1994-06) Amsalu, Abraham; Ghedal, Abebe (PhD)
    The purpos e ot th,S study wa s to investigate into some characteristIcs, reasons for particIpatIon, and study problems or a group of students in EthIopia, name l y, students who have been enrol.led in the correspondence educati on programme, otr ereU by the Distance Education Division of the Department ot Adu l t Educat ion, Ministry o f I::du c ati on. The study wa s carrIed out tnrough a questi onnaIre sent t o the ~60 students or tile correspondence programme , who were found being actively pursuIng their senior secondary courses, o ffered by the Distance Education Div isi o n , /)/t·tZL June , 1992/93 academic year . An Instrument used tor da ta collection, namely, the questionnaire was first developed and then validated by a group ot J udges and was adjusted for use in the light of t he comments received from the persons who performed the judging ta s k. Out ot the 560 questi onnaires sent to students, 382 questionnaires were returnea f llled correc·c-ry -, - i. e . a res'pons-e ot 68.2 percent. The results of the data collected from the 382 students were tallied and described on the basis of the total percentage of the response secured tor each i tern of the questionnaire o f the variable s invest igated. The findings ot tne s tudy revealed that the typical correspondence programme student of the Distanc e Education Division in Ethiopia is De tween 20 and 4 U years old , married and has more than one chi ldren . The ma l e students comprise 81.7 percent of the st.uuenL oooy . 'Ine etlucat10nal background or the students 1S dDove .l.ower senIor seconaary sct1oo1 level I i . e; above 10 c;rade~1 or 5chou.l.lng . Tr.e y are worKlng students almost InVar Iabl.Y 1n a wnite co llar occupati ons . They bea,r the t:=xt.--enses O i. tnt:: courS8 OUt of ttlelr own pockets , and c an be to..lI1C.i mostly 1[1 ru r a J.. arEas . i-'rcm .... ner,L o ~)Ject ... ves lor u nl le-:.-t.':'.",lng turtnb-r st.udles inc..l..u(~eu ' t o gaI n .:'in ()[ [l Cl cill.Y reC0yniZ e ~.l cer t.lt lca t e ' to tJd,:;::; arl eAC1.m~nat.lon ' t. ...J cDtain competence tor better jobs' I ' to secure proressi ona l promotion ' In thei r or der ot pre.(erl. I J£~ I , ne stuaent ra ted conven1ence as the main advantage ot tne corres pondenc e study metnod . Because of their worK commItments , they cannot ava il themselves ot conventional sec o ndary schools . Thus , t rom the prominent reasons students gave tor their cho ice of the study f orm , supported by the findings on the students' objective t or learning , and student characteristics, It was concluded tnat t he correspondence education programme , otfered by the Dis tance E.ducat i on D1vision in Ethiopia , is pr1marily chosen as a means of study by persons who , because o t rami l y SItuation , vocationa l engagements or other obligations were not able t o take advantage of educati o na l. otters wn1ch demand -regu lar c lass attendance.
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    Some Characteristics, Reasons For Participation, And Study Problems of The Senior Secondary Level Correspondence Students In Ethiopia
    (Addis Ababauniversity, 1994-06) Amsalu, Abraham; Ghedal, Abebe (PhD)
    The purpose ot thlS study was to investigate lnto some characteristics , reasons for particlpatl0n, and study problems ot a group ot students in ethiopia, namely, students who have been enro~ ed in the correspondence education programme, otrered by the Distance Education Dlvisl0n 0 the Department of Adult Education, Ministry of Education, The study was carr led out through a questionnalre sent to the 560 students ot the correspondence programme, who were found being act1vely pursulng their senior secondary courses, offered by the Distance Education Division, /,,ul.-t.ZL June, 1992/93 academic yea r . An lnstrument used tor data col ection, namely, the questionnalre was first developed and then validated by a group ot Judges and was adjusted for use in the light of the comments received from the persons who performed the judging task. Out of the 560 questionnaires sent to students, 382 questionnaires were returned filled correctly, i.e. a response of 68.2 percent. The results of the data collected from the 382 students were tallied and described on the basis of the total percentage of the response secured for each item of the questionnaire o f the var i ab le s investigated . The findings of the study revealed that the typical correspondence programme student of the Distance Education Dlvision 1n Ethiopia is between 20 and 4 0 years old, married and has more than one children, The ma le students comprise 81,7 percent of the stuuenL DOdy, 'ihe educatl0nal backgro nd or the students is above ower senior second ary school eve, i, e; above 10 graaes or schoo llng , Tney are worklng student s almost lnVar1aOl.Y 1n a wh i te collar occupa~ions, l'hey be~r the ex~enses Oi tne cours~ out or tnelr own pocKets , and can be to nd mostly 1n rura l areas, Prcm.i..nert:. objectIves lor n(e1'i:<:,lng turtner studies inc.Luc eLl ' t o gaul an arric ally recoyn:.zere..{er~/J{.q. i The student rated convenience as the main advantage ot tne correspondence stuny metno - , Because of their worK commltments, they cannot avail themse lves of conventional secondary schools. Thus, trom the prominent reasons students gave for their choice of the study form, supported by the findings on the st:udents ' objective for learning, and student characteristics, lt was concluded that the correspondence educ a tion programme, ottered by the Distance E.ducation Division in Ethiopia, is prlmarily chosen as a means of study by persons who, because ot ramily Situation, vocational engagements or other ooligations were not able to take advantage of educational ot ers wnlch cemand regular class attendan ce , " ~ · . Based on the major findings and conclusions of the study it was recommended that the Distance Education Division should set-up an evaluation panel responsible to assess the effectiveness of its various programmes and activities. The most co~mon complaint from students was the delayed feedback in tutors comments to the assignments submitted for correction. In order to tackle this problem, the Distance Education Division(D.E.D.) may need to assess the efficiency of its postal delivery system by various mechanisms. If the postal delivery system is found to be inefficient, the D.E.D. may possibly be decentralized by setting up a network of local study and tutorial centres in different regions. Moreover a programme of information dessimination using news-media, brochures and posters as well as the facilities of educational radio programmes may help attract potential beneficiaries of the correspondence programme.
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    An Evaluation of the Implementation of the Lower Primary School Social Studies Syllabus: The Case of North Shewa Administrative Zone
    (Addis Ababa University, 1994-06) Endalamaw, Getachew; Bekele, Abebe (PhD)
    The test of a curriculum plan is ascertained through a thorough inquiry into its practicality and ultimate worth. In view of this, the purpose of this study is to evaluate tbe implementation of the lower primary school social studies syllabus and to identify the outcome as well as problems encountered in translating it into practice. To this effect, fifteen primary schools were se lected as sources of information from tbe five Provinces of North Shewa Administrative Zone. Within tbese schools all social studies teachers of the lower primary grades which are forty-two in number, the school directors, the SPC Coordinators, and a tOlal of 1445 students were taken as actual sources of info rmation. In addition, the school inspectors and the APC Coordinators of the fi,'e Provinces were also included as informants of the study. Questionnaire, interview, classroom observation, and achievement tests were the data collection instrume nts used to obtain information from the sources. The results of the study in (licate that there are a considerable proportion of teachers who are assigned to teach social studies in the lower primary grades without their interest. The specifications of the syllabus are not also implemented in full. Most of the lessons are conducted wi thou t making any reference to the particular geohistorical conditions of the District, Province, or Administrative Zone in which the children are brought up. Though the dominantly used teaching strategy in the classrooms is the inquiry-oriented approach, there is a failure on the part of teachers to give appropriate guidance to the students as to how to proceed through this approach. Even though the School Pedagogical Centres have attempted to prepare and collect teaching aids relevant for the subject under study and the teachers are not overloaded with teaching duties, it is hard to say that there is a complete conducive teaching-learning atmosphere in the schools for the implementation of the syllabus. Ill-equipped classrooms with some of the necessary furniture, inavailability of Teacher's Guide in some of the schools, the existence of some less concerned school directors about the instructional problems of teachers are the prominent problems identified in the schools. Consequently, the implementation process of the Syllabus is not as effective as it should be in enabling learne rs to have mastery of the subject matter. Particularly, in grades two :1nd three the majority of the students have not attained the instructional objectives indicating the ineffectiveness of the implementation process. Moreover, disparity in the attainment of some of the instructional objectives is noted among the provinces pointing out the existence of differences in the relative emphasis given to the implementation of the specifications of the syllabus.
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    Teacher - Pupil Interactions in Mathematics' Classes: A Study of Current Classroom Practice in Selected Secondary Schools in Addis Ababa
    (Addis Ababa University, 1994-06) Patrica A. McCaul, Patrica A; Zewdie, Tassew (PhD)
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    Major Factors Affecting the English Achievement Upper Primary School Pupils in Gondar Town
    (Addis Ababa University, 1994-06) Ayele, Abera; Bekele, Abebe (PhD)
    The quality of ed uca tion as reflected in academic achievement can not be divorced from the complex set of social and edu ca tional factors which interplay to affect l earning processes and outcomes. The question "what makes a differ e nce in academic performance?" has been addressed by differ ent researchers from both the developed and the developing countries. Within the developed countr i es much i s known about the determinant - achievement relationships. In the developing countries, how ever, the findings are inconclusive and in co nsistent. The purpose of the study was to examine the extent t o which variables used in the Educational Production Function and the Process-Product research approaches explain differences in grade five and six pupi Is ' Engl ish achievement. Specifically, the study attemptecl to inves tigate the relative impact on pupils' achievement of seven home, six pupil, six schoolc lassr oom ancl eleven teacher relat ed variables. This task was accompl ished by regressing thirty ind e pendent variables for each grade le vel . The dependent variable used as a cri terion measure was achievement test prepared by the investigator based on the objectives and contents determined by the Ministry of Education for the respective grade levels. The thirty ind e pend ent variables were selected on the basis of review of lit eratu r e. Information on the independent variables was secured using three basi c t oo ls of data coll ec tion: Questionnnaire, school and classroom inventory, and classroom evaluation rating scale. The r e lationship between the thirty independ en t var iabl es and pupils ' achievement at each grade l eve l was analysed by the method of multipl e r eg ression. A var iahl e's statistical impact on the dependent variable was acceptecl as s i gnificant at 0 . 05 a level or better . Results of the analysis revealed that variables describing home, pupil. school-classroom and teacher attributes have differential impacts on students ' English achievement: some va ria b l es (s uch as class r epet ition, father 's education and planning sk il l) showed statisti ca lly significant impacts whil e others (such as pup l sex, class-size, and family-size) exer t ed nonsignifi ca nt influence. Based on these findin gs some basic conclusions are r eac hed and related r ec omm enda tion s forwarded
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    A Study on the Extent to which Effective Use is Made of Questioning Technique in Teacher Training Institutes
    (Addis Ababa University, 1995-05) Ademe, Biadgelign; Desta, Azeb (PhD)
    The maj or obj ecti ve of this study was to determine the extent to which effective use 1S made of the Questioning Technique of Teaching in the teaching learning process of the training of primary school teachers. To this end, attempts were made to gather information from instructors who teach in Teacher Training Institutes . This information was procured through classroom observation during the teaching learning process by the use of Observation Schedule . to Among twelve Tacher Training Institutes, two were selected t using purposive sampl ing technique. Four teachers from each institute (that 1S, a total of eight trainers) \.Jere selected. Considerations were given to the subject areas while selecting teachers. These subjects included: Amharic, English, pedagogics, and psychology. Then, the data was interpreted using statistical methods (such as percentage distribution and chi-square statistical test) . Results revealed that trainers more frequently posed questions both at start and end of the daily lesson . Of the questions asked , the majority were used for obtaining feedback: so as to assess trainees' ability of recalling, recognizing, remembering, and the like. The majority of the questions "Jere lower- order or knowledge level questions . Questicns that dema nded trainees' ability of compar1ng, reasoning, justifying/ exemplifying, judging/assess ing, summarlzlng, and the like (Mid dle a nd Higher-or der questions) we r e min i mal. The r esult also showed that the pur poses of questions, the cla s sifications for which questions were distributed, and the skills in questioning were not affected by years of teaching experience in Teacher Training Institutes, student population, and differences in subject area . Questions posed when presenting the new lesson, besides being so few, were dominated by the approval-seeking knowledge quesrions . Tralners fili~ea-to glve h 1nts/ clues tor weak answers and incorrect responses . Their ability of stating a question so as to lead a trainee to a better answer; their ability of requesting fuller answers or the avoidance of surface answers were unsatisfactory. Generally, the teaching- learning process was a teacher dominated one that facilitated the rote type of < learning. Questions were not effectively used in the training of primary school teachers. Therefore, t o avo id the r ote t y pe of lea r ning i n Teache r Training Institute s 1n particular and 1n pr1mary s chools of Ethiopia in general, trainers 1n Teac her Training Institutes should give much emphasis to Middle and Hi gher o rder questions in the teaching-learning process . They sh o ~ld prepare such questions ahead of c l asshours . Ref r eshi ng o r u pgrading cou r ses that involve the Questioning TeChnique of Teaching s hould be given to pr1mary school teachers .
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    An Investigation in to the Relevance of the Ethiopia an Senior Secondary School Education : the Case of Jimma And Illubabor Zones of Oromia
    (Addis Ababa University, 1996-06) Getahun, Hailemariam; Ghidai, Abebe (PhD)
    The examination of an educational system at anyone level can be made possible through a profound investigation of its development process, its implementation and its ultimate pertinence. In view of this, the purpose of this study is to determine the extent of the Senior Secondary Level Education's relevance or irrelevance to the needs of Ethiopian rural and urban communities' with a particular focus on communities of the former Illubabor Administrative Region - presently, Jimma and Illubabor Zones of Oromia. To achieve this purpose, five senior secondary schools (one from each AwrajaJ are purposively selected from the total of nineteen senior secondary schools found in the region. From these schools, seventy-two teachers and fourhundred and sixty-five students are randomly selected as respondents. In addition, twenty-five community representatives are purposively selected from the communi ties where each school is located and interviewed. The contents of eighteen text-books that are currently in use in the Senior Secondary Schools are also analyzed. In order to obtain the necessary da ta from these sources, both qualitative and quantitative research techniques are employed . To this end, different data gathering tools such as questionnaires, semi-structured interviews, class-room observations, text-books content analysis and document studies are used. The data procured through these instruments are tabulated, interpreted and analysed. The results indicate that the contents of the Senior Secondary Level Education are quite relevant to serve the needs of the Ethiopian rural and urban communi ties in general. They consist of knowledge and practical skills that are closely related to the real needs, demands and problems of both the rural and urban communities. On the other hand, teachers' instructional performances are observed to be far removed from implementing them . The greater majority of the teachers observed are not seen to make any efforts to relate the contents of their lessons either to the day-to - day and future lives of their students or to the overall lives of the communities.In general, the results show that the Education of the Senor Secondary Level is well prepared at its development stage. However, due to the poor conditions of the schools and due to the poor instructional performances of the majority of teachers, it is poorly implemented at the schools level. Moreover, as the study indicates, lack of employment for the graduates from this level is the major factor that casts shadow on the relevance of the education of this level, for it is resulting in high rate of student drop-out.
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    An Investigation of Teachers' Training Institute Instructors Effectiveness in Defining and Implementing the General Objectives of Pedagogic Syllabus (With Particular Reference to TTIS in Region Three)
    (Addis Ababa University, 1996-06) Demissie, Getnet; Bekele, Abebe (PhD)
    The purpose of this study was to examine the TTl instructors effectiveness in implementing the general objectives of the pedagogics syllabus. Among the many characteristics of teacher effectiveness which are necessary for implementing the objectives of a syllabus, due emphasis was given here for instructors' preparation of lesson plans, formulation of objectives, making the trainees aware of each lesson objective, and correspondence of the instructional activities of the instructors and trainees to the intended lesson objectives. To this end, all the pedagogics instructors (11 in number), the directors, the deputy directors, and a total of 550 trainees (50 trainees for each instructor) in the three TTls of Region Three - Debre Birhan, Dessie, and Gondar- were the sources of information. The data collection instruments used in the study were questionnaire, interview, classroom observation, and documentary analysis. And, the data collected were analysed using percentages, averages, One-Way Analysis of Variance (ANOV A), Tukey Honestly Significant Difference (HSD) method, and Pearson Product-Moment Correlation. The results of the study revealed that all the instructors did not prepare consecutive lesson plans but use the lesson plans prepared by their colleagues in every instruction. It was ascertained that the majority of the instructors prepared five lesson plans once for a week in every month. Most of the objectives of the prepared lesson plans were specific, and consisted of both behaviour and content. However, an insignificant num ber of objectives of the lessons included behaviour, content, testing condition, and standard of performance simultaneously. In addition, the prepared lesson plans were observed as highly dominated by lower level cognitive objectives- knowledge and comprehension. In the actual classroom instruction, instructors were also observed in making effort for the attairullent of lower level cognitive objectives mor,e often than affective and higher level cognitive objectives- though the latter groups of objectives were given a considerable degree of emphasis by the instructors when they teach than they plan. All the lesson objectives have been found to be encompassed in the unit and general objectives of the syllabus, but a considerable number of unit objectives of the syllabus were not described by the lesson objectives. Instructors did not also make their trainees aware of the intended lesson objectives. Although most of the instructional activities ofthe instructors and the trainees were aimed at the attairunent of the lesson objectives, there were some (instructors' and trainees') instructional activities which do not correspond with the written lesson objectives. Hence, instructors effectiveness in implementing the general objectives of the pedagogics syllabus was not as much as it should be. Based on these findings, appropriate recommendations were also forwarded.
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    An Investigation Into The Major Problems That Contributed To The Failure of The Recently Innovated Community-Based Preschool Program In Rural Ethiopia
    (Addis Ababauniversity, 1996-06) Legesse, Demissie; Bekele, Abebe (PhD)
    Community-based preschool program (CBPP) was intended to provide care and educational services to rural preschool age children who were entirely devoid of the opportunity. The program was expected to address the stressful familial and extra-familial environment in which the children live through collective community action (community-based approach). This recent educational innovation to rural areas, however, failed to achieve its objective after consuming considerable size of the meagre resource available. This study was therefore conducted to investigate into problems (factors) that account for the failurite of the program by giving due emphasis to those related to the innovation process followed. They are (1) whether or not preliminary needs assessment has been made for innovating the program; (2) community's awareness of the significance. of the program; (3) problems related to administrative coordination and resource input in implementing the programs and (4) whether or not follow up (evaluation) has been made for the program. Questionnaires, interviews and observation checklist were employed for the purpose of data collection. Relevant documents have also been consulted to substantiate the information gathered through these instruments. The excoordinators of the program at various levels (National, Zonal and District)" teachers, the ex-committees for preschool affairs and the randomly selected community members from rural villages were used as the subjects of the study. Such statistical means as percentage system, mean values, weighted ranking, and the t-test have been employed for analysing the data gathered. After a therough investigations have been made on the assumptions raised the findings obtained made clear (1) lack of appropriate needs assessment for innovating the program to rural areas; (2) community's lack of awareness about the significance of the program; (3) prevalence of administrative problems (e.g. absence of important administrative mechanisms for operating the program; lack of bottom-top-bottom coordination of activities; inability of different parties who were expected to promote the implementation of the program to carry out their tasks; inappropriate and inadequate human, material and financial resource inputs; and (4) lack of systematic follow up during the implementation of the program. Finally, as a measure towards the revival of this failure program and also its diffusion to other rural areas of the country, some recommendations have been forwarded among which (a) priority attention be given to educate the rural community through possible means (e.g. adult education; mass media, etc.) before or parallel to the provision of preschool program, (b) encouragement of community participation in the evolution and growth of the program; (c) encouragement of private investors and organizations to take part in meeting the social and educational needs of preschool age rural children; (d) to practice such an educational innovation (as CBPP) on limited scale in some rural villages; are the main
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    The Attitude of Teacher-Trainees toward Education Courses: The Case of Addis Ababa University
    (Addis Ababa University, 1996-06) Kebede, Belete; Asgedom, Amare (PhD)
    The purpose of this study was two fold, in view of the central importance of the professional educa tion courses in the training and education of secondary teachers. First, to identify the attitude of the graduating student - teachers of the Addis Ababa Uni versi ty toward educa tion courses. Second, to explore the factors related to the studen t-teachers ' coursea tti tude. A fifty-four item attitude questionnaire based upon the Likert Scale was administered to 163 survey population. The data were analysed and interpreted using chi- squire and correlation statistics. The iden tified trainees ' overall course - a t t i tude was analysed in rela tion to the trai nees' characteristics and regard for the teaching profession; and in relation to the trainees' evaluations of factors related to the courses and the instructors' quality of teaching . The resul t of the study revealed a non significant favorable attitude toward education courses. However, the identified attitude was found to be irrespective of the sex, major area, region of secondary education and CGPA of the student-teachers. The graduating student-teachers indicated that the courses lack fair balance between theory and practice, duplicated interms of contents, and less stimulant toward teaching. On the other-hand, the instructors' quali t ies o f teaching were rated unfavorably, in general. Teaching profession was accorded a high regard by one half, and a l ow regard by the other half, of the sUbjects . In the present study, the trainees' characteristics were found to be of little help to explain course-attitude. But, factors related to the courses, the instructors and the trainees' regard for the teaching profession were identified to have a direct association with the student-teachers' attitude toward education courses.
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    An Investigation into the Major Problems that Contributed to the Failure of the Recently Innovated Community-based Preschool Program in Rural Ethiopia
    (Addis Ababa University, 1996-06) Legesse, Demissie; Bekele, Abebe (PhD)
    Community-based preschool program (CBPP) was intended to provide care and educational services to rural preschool age children who were entirely devoid of the opportunity. The program was expected to address the stressful familial and extra-familial environment in which the children live through collective community action (community-based approach). This recent educational innovation to rural areas , however , failed to achieve its objective after consuming considerable size of the meagre resource available. This study was therefore conducted to investigate into problems (factors) that account for the failuri te of t he program by giving due emphasis to those related to the innovation process followed. They are (1) whether or not preliminary needs assessment has been made for innovating the program; (2) community's awareness of the significance, of the program; (3) problems related to administrative coordination and resource input in implementing the programs and (4) whether or not follow up (evaluation) has been made for the program. Questionnaires , interviews and observation checklist were employed for the purpose of data collection. Relevant documents have also been consulted to substantiate the information gathered through these instruments. The excoordinators of the program at various levels (National, Zonal and District) ,teachers, the ex-committees for preschool affairs and the randomly selected community members from rural villages were used as the subjects of the study. Such statistical means as percentage system, mean values , weighted ranking, and the t-test have been employed for analysing the data gathered. After a therough invest igat i ons have been made on the assumptions raised the findings obtained made clear (1) lack of appropriate needs assessment for innovating the program to rural areas; (2) community's lack of awareness about the significance of the program; (3) prevalence of administrative problems (e . g . absence of important administrative mechanisms for operating the program; lack of bottom-top-bottom coordination of activities; inability of different parties who were expected to promote the implementation of the program to carry out their tasks; inappropriate and inadequate human, material a nd financial resource inputs ; and (4) lack of systematic follow up during the implementation of the program. Finally, as a measure towards the revival of this failure program' and also its diffusion to other rural areas of the country , some recommendations have been forwarded among which (a) priority attention be given to educate the rural community through possible means (e. g. adult education ; mass media, etc.) before or parallel to the provision of preschool program, (b) encouragement of communi ty participation in the evolution and growth of the program ; (c) encouragement of private investors and organizations to take part in meeting the social and educational needs of preschool age rural children; (d) to practice such an educational innovation (as CBPP) on limited s cale i n some rural villages; a r e the main.
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    A Study on the Effective Use of Explanation Technique by Geography Teachers in Selected Secondary Schools in Addis Ababa
    (Addis Ababa University, 1996-06) Nasir, Elias; Desta, Azeb (PhD)
    It is believed that the quality of classroom instruction largely determines students' achievement in the learning process. The issue of testing instructional effectiveness has been addressed by different researchers in the area of teaching in many forms and contents. In view of this, the purpose of this study was to examine effective use of explanation technique by geography teachers in selected Secondary schools in Addis Ababa. To this effect, sixteen geography teachers were selected from four secondary schools in Addis Ababa. Observation checklist- having--'Larious categories of explanation technique was set as the data gathering instrument. The data then procured through classroom observation and analysed using statistical methods such as percentage distribution and chi-square statistical test for these statstical method are found appropriate to the study . The resul ts of the study reveal ed tha t the exten t to which teachers use explanation was confined to presenting mere factual contents. It was also indicated that appropriate selection and use of explanation skills was not ascertained. Furthermore, teaching qualities that encourage integrative learning were so minimal. Finally, it was found out that descripti ve explanation has been the most frequently used explanation type.