Applied Developmental Psychology

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Assesment of Practices, Problems and Prospects of Counselling Services in Some Selected Secondary Schools of Addis Ababa
(Addis Ababa University, 2004-06) Bulti, Amare; Orner, Yusuf (PhD)
The purpose of this study is to assess practices, problems and prospects of counselling services in some selected secondary schools of Addis Ababa. The data were collected through questionnaires, interviews and focus group discussion. 553 students, 154 teachers, 13 directors, 21 counsellors and 78 focus group discussion members were involved in the study. Various statistical techniques both qualitative and quantitative such as Cronbach Alpha Reliability Coefficient, Percentage, Standard deviation, Mean, Coefficient of variation and Chi square test were used to analyse the data. The outcome of the data analysis revealed that there are problems in counselling activities (practices) and in the actual counselling facilities. For instance, there are no professional counselling centres to refer students who have difficult problems for better treatment. The counsellors lacked reference materials on counselling in their school libraries. Moreover, the findings show that there are a lot of practical activities carried out by the school counsellors in the secondary schools. Detailed problems and prospects related to counselling services were also identified. Finally, both short term and long term major recommendations are presented in order to improve the counselling services in the secondary schools of Addis Ababa
Assessment Literacy Among Teachers of Technical and Vocational Education Training (Tvet) Centers in Region-6
(Addis Ababa University, 2005-06) Kelemu, Abera; Sa, Bidyadhar (PhD)
The main purpose of the study was to examine teachers' training background, their perception on their training back ground they had in assessment of students' learning, the competence level of teachers in the seven standards of assessment, and teachers' perceptions about their abilities in the seven competence standards of assessment. Beside, the relationship among their background, perception and level of knowledge were investigated. To serve the purpose of the study 41 teachers available in the TVET centers of Region-6 form the sample of the study. To gather data from the selected sample teachers' assessment literacy questionnaire was administered. To analyze the collected data, percentage, t-test, ANOVA and Pearson product moment correlation were used. The results indicated that most teachers have taken less than one course on measurement and evaluation during their college training and they believe their training was inadequate. Most of them have no in-service training and they showed low level of performance in the assessment competency test and a large majority rated their abilities as "very good" in some assessment skills. It was also found that experienced teachers and teachers who have taken measurement and evaluation course during their college showed better overall performance than teachers who lack experience and who haven't measurement and evaluation course during their college education. However, a significant difference is not observed between teachers who believed their college training is adequate and those teachers who believed their college training to be inadequate. Based on these findings conclusion and suggestion have been drawn
An Assessment of the Practice of Theatre For Development In Ethiopia and Its Role in Educating the Public: Case of A Show in Debre Markos Secondary School
(Addis Ababa University, 2009-06) Samuel, Zekarias; Tebeje, Wegayehu (Prof)
This is a study on the practices of Theatre for Development (TfD) and its role in educating the public with a special focus on its delivery in Debre Markos Secondary School. The main purpose of this study was to assess the historical development and practice of TfD in Ethiopia; its role, its use and acceptance on the target group of Debre Markos Secondary School grade 10 students. The total students of grade 10, 1170 (600 females and 570 males), were taken as a case study, since the TfD was shown only for them. The sample size of the study were 10%, 117 (60 female and 57 male) students through purposive sampling method. Questionnaire, focus group discussion (FGD) and interview were employed to collect the data. Moreover, secondary data were also collected mainly from books, journals, magazines and internet websites so as to strengthen the study. The data obtained were analyzed using both qualitative and quantitative methods. After analyzing the data, the result of the study revealed that, most of the respondents did not have awareness about TfD, most of them liked the TfD since it gave them two-way communication. As most respondents responded, TfD is an appro•p r ia te m e di u m i n o r de r t o e du c a te and create awareness to the public an&. it. i-,!. ql-!o Gp<;8pted its use, by the public because of it;>: ei:tiri;~m po/.!i
Child Rights Violations and the Impact on Academic Performance: The Case Of Gambella Primary Second Cycle School Girls
(Addis Ababa University, 2004-06) Getaneh, Alemayehu; Mulugeta, Emebet (PhD)
771i study il1\ estigated the extelll to which girls' rights are violated or neglected, and examilled its fllllctiollal impact on their academic performance. A 101al of 196 respondents and 2-1 discussallts aged between 15 and 18 were involved A questionnaire, foclls group discussion, and school records were used to gather data. Percentage, al'erage (meall), t-test and Omega Squared (0/) were used for analysis. The reslllt of the stlldy show that girl ' rights are violated both at home and school environment. As a r '5111t, a nllmber offemale students do not benefit from the prol'ision C?i del elopmelll and safeguard rights. 111 extrellle cases, there has beell a difference amollg female studellfs III the protection (?f their rights. Stati tically significant difference is observed between the mean academic performances of female students whose rights are relatively protected alld those whose rights are violated Moreover protection difference in developmelll rights and afeg7lard rights as treated separately also show some variation among female students in their academic performance. It is also ob erved that development rights, together with safeguard rights have profound impact 011 their academic performance. Fil1ally, it is concluded that girls' rights violatiol1s are some of the main contributingfactors to their law academic performance
Factors Affecting Females Education Participation and Academic Performance in Second Cycle Primary and Secondary Schools of Gambela Region
(Addis Ababa University, 2009-07) Asrat, Wondemeneh; Pandey, Manishaa(Prof)
The purpose of this study was to examine factors that affect participation and academic pelformance of female students in secondwy school of Gambela region. Factors which were believed to affect the participation and academic pelformance of female students are in school and out school relatedfactors such as: teacher related, school facilities and services related, students related, parent related, distance and guidance and counseling relatedfactors Were stated and treated in accordance with objective of the study. Descriptive survey design was employed for this study. Data relevant to the study were collected through questionnaire, interview and document analysis. Then the collected data were analyzed by using percentage, mean and t-test. Besides, Chi-square test was employed to examine the degree of conformity between teachers and female students' respondents to the problem raised. The finding regarding participation of female students revealed that even though there is a change ji-om year to year the problem exists. Concerning the achievement, female students have lower academic pelformance relative to males in the region. This is a function of different factors related to school and out of school factors. Therefore, suggestion such as the provision of gender sensitive training program to students, instructors as well as for all the member of the societies, strengthening the pelformance offemale students at primary, secondary and tertiary level to widen the pool of the level through possible interventions, in addition organizing the gender commitfee and opening female affairs office facilitate forums for discussion and assertiveness training to help female students to build self confidence and among the recommendations forwarded
The Practices of Curriculum Development, Implementation and Evaluation in Ethiopian Defense Training Main Department
(Addis Ababa University, 2012-06) Fekade, Awgichew; Jebessa, Firdissa (PhD)
The purpose of this study is to assess the practices of curriculum development and implementation in Ethiopian Defense Training Main Department. In order to meet the objectives of the study, a descriptive survey design was employed. The data was collected using questionnaires, focus group discussion, interview guide questions and document analysis. The data were collected from 86 instructors and deans, who were selected by using availability sampling and 125 students who were randomly selected. The questionnaires were piloted and checked for their reliability. The data obtained through the questionnaires were described and analyzed using frequency, percentages, mean, standard deviations, t-tests, and chi-square. The information obtained through open-ended questionnaires, and the interview was qualitatively analyzed to supplement the quantitative data . The findings of the study show that there was a problem of giving attentions for the stakeholders' roles and importance of participation throughout the curriculum development process. Th~ study revealed that shortage of qualified teaching staff compare with absence of specialization and experience academic staffs in terms of number and quality, were limiting the curriculum implementation and negatively influenced the quality of the output. The study further investigated that, poor in-service training before implementation of the new curriculum, unavailability of curriculum development and research center, shortage of instructional materials, lack of student's background knowledge, poor evaluation and feedback practice, poor student admission criteria, inappropriateness of the teaching methods, resistance to change, and teacher's teaching loads were substantially inhibited the implementation practices of the curriculum. Therefore, it is recommended that during curriculum development and implementation process the TMD should give attention to involve the entire Defense stakeholders, develop and upgrade the instructors, establish the research center, organize reference materials and set up clear and specific curriculum development implementation guidelines
Relationships of Gender and Mathematics Self-efficacy to Mathematics Achievement Among Grades 5 and 9 Students
(Addis Ababa University, 2006-06) Wubalem, Asefa; Wole, Darge (Prof)
The study was conducted among 156 grade 5 students (78 girls and 78 boys) and 157 grade 9 students (77 girls and 80 boys) of the schools of Debre Birhan town. The main objective of the study was to examine the relationships of previous math experience, specific math self-efficacy, general math self-efficacYi and subsequent math achievement among students of grades 5 and 9. The major statistics used to achieve this end were chisquare, multiple linear regression and t-test. One of the principal findings gave a hint that goes with Bandura's (1977) contention that previous experience is the most influential source of self-efficacy development. At both grade levels, task specific math self-efficacy predicted subsequent math achievement well. Besides, previous math experience made weak but significant contribution in predicting subsequent math achievement among 9th graders, but not among 5th graders. However, sex and general math selfefficacy measures did not predict subsequent math achievement in either grade. Moreover, grade 5 students were found more confident than 9th graders. The mean scores of boys and girls on all of the four variables were comparable among 51h graders. Boys and girls of grade 9 produced similar scores in previous math experience, specific math self-efficacy, and general math self-efficacy, but boys surpassed girls in subsequent math achievement. The gender gap observed in math achievement at high school level is a phenomenon repeatedly reported in many studies. Thus, high school teachers should do whatever they can to promote females' math achievement so as to develop self-efficacy in math
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
Teacher Behavior, and Students' Self-Determination, Academic Intrinsic Motivation and Academic Achievement in Gondar Town Elementary Schools: A Path Analysis
(Addis Ababa University, 2004-06) Nigatie, Workneh; Andualem, Tamrie
To examine the extent and the process model relationships oj teacher behavior, and students' self-determination, academic intrinsic motivation and academic achievement in Gondar town elementary schools, a study was conducted in a sample oj 332 purposefully selected grade 4 students oj a randomly selected 5 schools. Three kinds oj questionnaires, which Jocused on teacher behavior, and students' selfdetermination and academic intrinsic motivation, and an achievement test containing Jour academic subjects oj grade 4 first semester portions were administered. The reliability oj the instruments were computed and Jound to be ranging Jrom .63 to .78 Jar teacher behavior subscales, .61 to .67 Jor self-determination subscales, .63 to .79 Jar academic intrinsic motivation subscales, and. 66 to .82 Jor academic achievement tests. The mean results revealed that teacher behavior and students' selfdetermination were below half, and that oj students' academic intrinsic motivation and academic achievement were a little above half Among the components oj th.ose variables, teacher autonomy support, and students' autonomy need, intrinsic motivation Jor English, and academic achievement Jor maths and English were below half The path analysis results indicated that teacher behavior has a significant mediated effect on students' academic intrinsic motivation via students' selfdetermination besides its direct effect on the same outcome variable. Teacher behavior with its components was significantly related to students' self-determination and it in turn with its components was significantly related to students' academic intrinsic motivation. However, students' self-determination and academic intrinsic motivation were not significantly related to their academic achievement. Similarly, the corresponding components oj academic intrinsic motivation and academic achievement were not significantly related. Discussions and conclusions are made on the basis oj these results. Finally, some recommendations are indicated Jor possible interventions and further study

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