College of Education and Behavioural Studies

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A Comparative Study of the Quality of Education in Government and Private Secondary Schools in Addis Abbaba In Kolfe Keranio Sub-City
(Addis Ababa University, 2023-06) Mesfin Hailu; Dejene Nigissie (PhD)
The major purpose of this research was to compare the quality of education in government and private secondary schools of Addis Ababa with reference to KolfeKeranio sub city. All the secondary schools, their principals, secondary school teachers (head of the departments) and students of 12th class of government and private sectors of the Kolfe Keranio Sub City constituted population of the study. There are 10 woredas in Kolfe Keranio Sub City; and a total of 5 public secondary schools and 10 private secondary schools. In general, there are a total of 15 secondary schools in the Sub City. The study was conducted in 10 secondary schools selected from the 10 Woredas. All public secondary schools were included in the study and five private secondary schools were selected using simple random sampling methods. Thare are 26,000 secondary school students (18,632 government and 7,368 private), 100 department head teachers were selected from a total of 579 teachers (396 government and 183 private) and 10 principals. Since the focus was grade 12, there were 1491 grade 12 students (1081 government and 410 private). Hence 120 students (60 government and 60 private)12 students from each school was selected using simple random sampling methods. Two questionnaires, each for secondary school teachers and students, and structured interview questions were prepared and validated through pilot-testing, were used as the research instruments of the study. The researcher visited the target areas personally, distributed the questionnaires himself, and got filled questionnaires back from respondents. The data obtained was tabulated and analyzed by using simple percentage and two -way chi square tests. The main findings of the study were: that the results of 12th class students in university entrance examinations of private schools were better than government schools. While with respect to ownership of building, almost 100% government sector schools had their own buildings and majority of private schools were running in rented buildings. Regarding qualification, the principals of government sector secondary schools were more qualified academically as well as professionally, having more administrative experience as compared to private sector secondary schools’principals. Teachers of government secondary schools were more qualified academically as well as professionally having command over teaching methodology as compared to the teachers of private secondary schools. Commitment of teachers of private schools was motivating and they encouraged questioning and enhanced creativity among students, whereas government schools were lacking these factors. Availability of Audio-Visual aids was excessive in government secondary schools as compared to private secondary schools but their use was more in private secondary schools. Position of physical facilities was better in public secondary schools than in private secondary schools with respect to buildings, libraries, play grounds, furniture. While position of private sector secondary schools was better in availability of computer labs. Respondents of both the systems were of the view that curriculum of both type of systems was not up-to-date, fulfilling emerging needs of neither society nor it was being revised regularly. Inconclusion, eventhough the quality of education can be measured interms of input, process and output/outcome, based on the findings it is possible to say that private schools are better than government schools regarding the provision of quality education. Thus the researcher recommends that teachers of government schools may be made accountable on showing poor result in examinations. They must also be rewarded with incentives for showing good results. Moreover, the school curriculum should be updated according to the emerging needs of the society and it should be revised regularly.
A Comprehensive Exploration of Mental Health and Psychosocial Support Services for Internally Displaced Persons in Debre Brhan Idps Camp
(Addis Ababa University, 2024-06) Amen Begidu; Abera Tibebu (PhD)
The multifaceted problems internally displaced persons face have for long been a topic of political, social and academic inters. The main objective of this study is a comprehensive exploration of mental health and psycho social support services for internally displaced persons in Debre Brhan IDPs camp. The research was done through the qualitative approach and 22 individuals participated in it. From 22 participants seven were a professionals who provided mental health and psycho social support services and 15 are from IDPs in the camp. This study used convenience sampling method to select participant. The data was analyzed using a thematic analysis method. Based on the finding the mental health and psycho-social support that is being provided in the Debre Brhan IDPs camp has challenges that need attention. Among these challenges, the imbalance between the number of professionals and displaced persons, security issues, lack of awareness, lack of integration of in-kind and psycho social support, lack of provision of facilities, absence of clear decision on the future status of IDPs, and challenges to update the expert are mentioned. Based on this this study recommends to create awareness about the service, to integrate the service with kind-support, and to update the professionals periodically through training. Keywords: challenges of IDPs, and mental health and psycho social support services,
Abortion Related Stress and Psychological Well-Being of Health Care Professionals In Ethiopia Partner Clinics, Addis Ababa.
(AAU, 2021-09) Samuel, Melesse; Zewdie, Teka(Dr
Abortion related services are highly stigmatized in Ethiopia. stigma, stress and psychological well-being for abortion providers are not much studied in Ethiopia. The objective of this study was intended to describe self-stigma, level of perceived stress and relation of stress and psychological well-being among health care professional who provided abortion service in DKT Ethiopia partner clinics in Addis Ababa. The method of the research design used in the study is descriptive study designs with a quantitative method of data analysis. Data were collected through self administered questionnaire survey. Frequency percentages were used to analyze the collected data. In addition, analysis of variance (ANOVA), correlation and a chi-square test were used to analyze ordinal and categorical variables. Study data conducted with 102 professionals from DKT partner clinics in Addis Ababa. The result of the study revealed that sixty two percent of health care professionals are having self-stigma. Twenty three percent of study participants are having stressful life event and a majority of the study participants experienced a positive mental health. In addition, a significant correlation was found between self-stigma, stress and psychological wellbeing. Further, the study revealed that health care professionals who intention to leave the profession and professionals who doesn’t have intention have a statistically significant different on their perceived stress and psychological well-being. Conclusion: self-stigma, stress and poor psychological well-being are presented among health care professionals who provide abortion service in DKT Ethiopia partner clinics. In addition, it can be concluded that the perceived stress in this participant is associated with stigma, intention to leave the profession and psychological well-being
Academic Achievement of Bilinguals and Monolinguals in Sekota
(Addis Ababa University, 2007-07) Moges, Belay; Andualem, Tamirie
The major o~iective of the study was to compare the academic achievement of bilingual and monolingual groups. In the study many works have been collected regarding the effects of bilingualism on students ' academic achievement and cognitive development that had been taken place in western immigrant students. This sludy was held in Ethiopia in one ethnic group students of Agaws found in Sekota. Accordingly, samples of 58 bilinguals (41 female and 17 male) and 113 monolinguals (62 female and 51 male) were taken Fom lieutenant General Hailu Kebede junior elementary school that was selected purposejiilly. A screening test was administered for the inclusion of students in the biliilgual and monolingual groups. Altitudes of pupils and teachers were assessed using questionnaires. In addition, the language students ' use with either Fiends or families was assessed. The result obtained in this study is consistent with previous research works and bilinguals were found to be better than their monolingual counter parts afier a t-test comparison was made. The ANOVA result also r'!vealed that a bilingual group with high competency in the two languages scored significantly a higher mean as compared with the rest bilingual groups. J,;loreover, in the sample subjects bilinguals achieve better than monolingual groups on the dependent variable academic achievement. The allitude of students was found to be positive but teachers had a negative attitude towards Himlagna language used as medium of instruction. Depending on the result, responsible bodies should encourage Himtagna mother tongue children to follow education in their first language. In addition, attaining a second language without any cost ofthejirst language has higher significance for the students' cognitive and academic growth
Academic Experience of Students with Reading Difficulties and the Perception of Their Teachers about Performance at Lideta Selam Primary School
(AAU, 2021-08) Hailu, Beza; Bekel, Yirgashewa(PhD
This study aimed to investigate the experience of the students with reading difficulties and to understand the perception of the teachers about the students’ performance and achievement during teaching learning process. The study focused on experience of students in learning process, whether the students get proper support or not, understanding of the teachers about reading difficulties and finally giving awareness to the teachers who are teaching language at Lideta Selam Primary School. This study employed qualitative research approach and tried to answer the research question. In addition data was collected using semi structured interviews, document observation and document analyses. And also purposive thematic analysis was used to organize and interpret the data. Research result has shown that students are experiencing neglecting in the class, left behind; do not get proper support, do not measure according to their limitations. And there is a big problem in assigning teachers in the school because instead of assigning a language-trained teacher, they have assigned any certified teacher in the foundation of class. For these reasons, the students did not get effective teaching methodologies and proper support to student with reading difficulties to achieve in reading.
Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools
(Addis Ababa University, 2014) Lulseged, Zebenay; Lemma, Girma (PhD)
The primary purpose of this study was to assess the academic performance of female students at Kirkos Sub-city primary schools and investigate factors affecting academic achievement of female students. Besides it tried to examine the relationship of academic performance with the major three independent factors, such as, school environment (facilities, teacher competency, and principal leadership); socio-economic status of parents, parental education and sex related factors. For data gathering, both quantitative and qualitative research methods were employed. The techniques used were questionnaires, focus group discussions, and interviews. A pilot study was conducted to assess the clarity of the items, the reliability and the feasibility of the instrument by using 30 students from primary school, who were from similar standard. The questionnaire was administered for 160 grade eight students at Kirkos Sub-City. The qualitative instrument constituted of document analysis, student records, and interview. SPSS 20.0 and Statistical techniques such as Percentage, frequency, Spearman's rho and t-test analysis were used for data analysis. The core results were that female students’ academic performance particularly at primary level (first Cycle) was better than that of male students. On the other hand, the same students, i.e., male students’ academic performance particularly at the second Cycle was better than that of female students. The research has identified that factors, such as, school environment (facilities, teacher competency, and principal leadership); socio-economic status of parents, parental education and sex related factors affected the academic performance of female students. The problems female students encountered were school environment, gender related factors, parental education, and socio-economic factors. In conclusion, the majority of problems female students encounter and 9 those factors that affect female students’ academic performance are school based factors and home based factors. Based on the findings, recommendations were suggested. In this respect school administration is responsible to facilitate school environment and fulfill learning materials that impede female students from achieving better results. The school administration is also expected to encourage parental involvement and work diligently to increase parental interaction at school, attempt to provide legal protection for sexual harassment that prevails in schools, encourage providing progressive gender focused tutorial programmes,
Academic Stress and Coping Strategies Among Students With Disabilities in Addis Ababa University
(Addis Ababa University, 2011-06) Sani, Ali; R.s, Kumar (PhD)
The main aim of this study was to examine the level of academic stress and the nature of coping strategies used by university students with various disabilities. The research design used was qualitative survey. One hundred and seventeen students with various disabilities, who were drawn using simple random sampling, participated in the study and 103 students without disability were also participated for comparisons. Data were collected using General Academic Stress Scale, Specific Academic Stress Scale, Disability Specific Academic Stress Scale and Academic Stress Coping Strategies Scale. The instruments were administered individually. Descriptive statistics, such as mean and standard deviation were used for each group to analyze The level of academic stress and coping strategies used. comparisons were made among and between groups on the level of academic stress and the types of coping strategies they employed. The result showed that, students with disabilities and without disabilities experienced moderate level of academic stress and used mostly problem focused coping strategies to deal with their academic stress. Though, students with disabilities together did not significantly differ from students without disabilities on academic stress, students with visual impairments as a group had significantly higher level of academic Stress than students without disabilities. Further, it was observed that, students with visual impairments experienced significantly higher level of academic stress than students with hearing impairments and students with motor disabilities. Significant difference was also observed be/ween students with disabilities and students without disabilities on using emotion focused coping strategy, In which, students with hearing impairments used the strategy significantly higher than students without disabilities as well as students with visual impairments and motor disabilities. In the contrary, the difference observed between students with disabilities together and students without disabilities on using problem focused coping strategy was significant. Generally it is concluded that, students with visual impairments had significantly higher level of academic stress than students with other types of disabilities as well as students without disabilities and all the sampled groups as almost equally used problem focused coping strategy to deal with Their academic stress. Based on the findings, recommendations were put forth for further accommodations and supports to be provided for students with disabilities in the university
Access to Microfinance Services for People With Disabilities in Kolfie Keranio Sub-City of Addis Ababa
(Addis Ababa University, 2010-05) Mekonnen, Asfaw; Tebeje, Wegayehu (PhD)
This study explores the extent of access to microfinance services to people with disabilities in mainstream society in selected areas of Addis Ababa City Administration. For in-depth understanding of the experiences of people with disabilities, qualitative research design was employed Participants of the study were entrepreneurs with disabilities operating micro enterprises. Participants study was purposefully selected based on the anticipated potential of their experiences. Instruments for data collection consisted of observations, interviews, focus group discussion, and investigation of related legal and official documents. These multiple sources of data indicated that people with disabilities have much less access to microfinance services compared to people without disabilities because of different exclusion mechanisms. The inaccessibility of financial services to people with disabilities subjected them to live under poverty. To realize the poverty reduction objectives the study recommends that concerned governmental and non-governmental organizations have to work to remove all the barriers that hamper equal opportunities and participation of persons with disabilities in microfinance activities
Accessibility of Assistive Software and Hardware Technologies To People with Visual Impairment Case of Addis Ababa University
(Addis Ababa University, 2009-06) Natayi, Bulto; Hagos, Belay (Ato)
Until recently the student with visual impairment have had a very restricted access to the information on World Wide Web (www). However after the text-to-speech software (screen reader) comes into being, the situation has significantly changed for the better. Therefore this research was carried out to investigate the accessibility of assistive hardware and software technology to the student with visual impairment at Addis Ababa University. The research instruments were questionnaires and an interview questions that were designed to investigate situations how currently SWVI at Addis Ababa University use the technologies. The methodology applied on this research was a mixed method approach (both qualitative and quantitative). The participant of the study consists of 98 SWVI at Addis Ababa University, the librarians that work at Addis Ababa University library, and an expert at adaptive technology training center for the blind (ATCB).On the study 56 male and 42 female student with visual impairment were participated. The data collected from the participant through questionnaires was organized and analyzed by SPSS software. The research found out with different results. Male students were found having more access to computer and Internet than female students. Senior students were found more Internet users than freshmen students. There is statistically significant association between the awareness and the computer skill of the student. SWVI lacks awareness about the availability of the technology to the people with visual impairment before joining Addis Ababa University, and even after joining the University. The guidance support provided and the computer skills of the student have statistically significant association. The guidance support provided to SWVI by Addis Ababa University was not adequate. The computer training provided to the SWVI at Addis Ababa University is not adequate due to different reasons, like lack of sufficient qualified trainer, inadequacy of the training room and poor organization of the center. There is shortage of training center on computer in public service to the PWVI in Addis Ababa. The factors like cost computer and internet connection, the limit facilities in the public services on computer training are the major factors that limit the access of student with visual impairment at AAU
Accessibility of Health Services for People with Disability in Saint Peter General Hospital, Addis Ababa, Ethiopia
(AAU, 2020-11) Chanyalew, Mewded; Desta, Daniel (PhD
This study attempted to assess accessibility of health services for people with disability in Saint Peter General Hospital at Addis Ababa in Ethiopia. Unavailability of enough medical services and physical facilities for people with disabilities in the target study area was the main problem of the study which inspired the researcher to do this study. The objective of the study is to assess an accessibility of health services for people with disability in Saint Peter General Hospital at Addis Ababa in Ethiopia. In the research, descriptive design was basically used. People with disabilities who visited the hospital since January to February 2020 were the main sources of data of the study in addition to observation and secondary data. Questionnaire, observation and document assessment techniques were used to collect data. The data of this study was analyzed using quantitative and observational methods. Sixty-two patients with disabilities participated in this study as respondents with mean age of 37.9 years. The study reveals that 47% of roads and 65% of the rest rooms in the hospital were not accessible for person with disability. Besides, the study also depicted that 66% of people with disability who visited the hospital faced barriers and 74% of the study population were not satisfied with the service they received. The study also identified as there is limited medical person trained on disability related trainings and no non-medical staffs trained so far, no budget allocated for service accessibility, no designated staff who supports person with disability while visiting the hospital. To fill these gaps, the hospital needs to evaluate its current physical facilities and medical services and has to be reorganized these aspects to ease medical service access for patients with disabilities.
Accident Related Psychological Problems of Children at Three Selected Hospitals in Addis Ababa
(Addis Ababa University, 2006-07) Haile, Amanuel; Taddese, Sintayehu (PhD)
The main objective of this study was to examine accident related psychological problems of children at three selected hospitals in Addis Ababa. The study also aimed at finding if there are age, sex and accident type differences in exposure to the ps ychological problems(Anxiety, Emotional Distress and Posttraumatic Stress Disorder Symptom Score}. Investigation of the p s y chological services in the three hospitals was also another objective. To meet these objectives, 100 victimed children, 100 ' parents of children participants and 20 health professionals were purposively selected and included in the sample. Three scales measuring the psychological problems (anxiety, emotional distress and posttraumatic stress disorder symptoms) and two stru ctured interviews were used as instruments. Quantitative and qualitative analyses were used to analyze the data obtained through the scales and interviews. Percentage results showed that 75% victimed children s howed clinically s ignificant level of anxiety while 98% had clinically significant level of emotional distress. Se vere . posttraumatic stress symptom was exhibited in 61 % of the cases. Results from the analysis of variance indicated that there were no statistically significant age, sex and accident type differences in experiencing anxiety, emotional distress and posttraumatic stress disorder symptom levels. The main and interaction effects of the three way ANOVA also came up with statistically non significant results. Interview results with health professionals and parents of participants s howed the absence of counseling services In the three hospitals. Recommendations and implications of the study are indicated
Accommodating the Needs of Students with Visual Impairment in Ethiopian National Examinations
(Addis Ababa University, 2015-06) Gebru, Amare; T/Mariam, Alemayehu (PhD)
The purpose of this research is to investigate to what extent Ethiopian National Examinations are accommodating candidates with visual impairment. In this study, blind and low sighted students who are admitted for National examinations, exam development experts, exam administration experts, school teachers and administrators, leaders of single and cross disability organizations(visually impaired persons), officials of National Educational Assessment and Examinations Agency(NEAEA) and the Federal Ministry of Education are participated. The method used in this study was mixed. Questionnaire, interview, focus group discussion, and documentary analysis were used for data collection. The findings of the study indicated that Ethiopian National Examinations were not accommodating candidates with visual impairment. In Ethiopian National Examinations, candidates with visual impairment are examined in a similar standard with the rest “sighted” candidates. According to the findings, attitudinal problems in enforcing the UN convention of Persons with Disabilities, absence of accessible learning materials and school facilities, rigid curriculum, lack of awareness, and absence of technology which is the best equalizer for persons with disabilities, absence in using appropriate accommodation for SWVI are among the major challenges affecting students directly and indirectly in National Examinations. Data from NEAEA has also indicated the achievement of blind students in Ethiopian National Examinations was far behind the “sighted” candidates. In general the research recommends for the overall improvement in assessment of candidates with visual impairment including the use of different accommodation alternatives and technologies during national examination development and administration, allocation of earmarked budget for accessible educational materials and assistive technologies as well as infrastructural arrangements Key words: students with visual impairment, national examinations, accommodations, disability, assessment etc
Acculturation Experiences of Eritrean Immigrants Living in Addis Ababa, Ethiopia
(AAU, 2021-08) Tenaw, Fasika; Dessie, Yekoyealem(Ph.D
The main objective of this research was to assess the acculturation experiences of Eritrean immigrants who live in Addis Ababa. The researcher used convenience sampling method to select 139 respondents for the study. To answer the major research questions of the study, quantitative method was used. The questionnaire contained points about respondents’ demographic data, acculturation strategy scale, self-evaluated language proficiency scale, stress scale and coping scale. In order to analyze the quantitative data descriptive statistics, one sample t test, independent samples t-test, analysis of variance (ANOVA) and partial correlation were used. The study showed that Eritrean immigrants in Addis Ababa frequently used separation acculturation strategies. In addition, the study revealed that majority of the participants have higher Amharic language ability, they are less vulnerable to acculturative stress, they have good immigration experience and they tend to use positive coping mechanisms to deal with their stress. Finally, it was recommended that establishing and strengthening Eritrean community that help immigrants meet and share their experiences would improve their acculturative experiences.
Acculturation Experiences of Eritrean Immigrants Living in Addis Ababa, Ethiopia
(AAU, 2021-08) Tenaw, Fasika; Dessie, Yekoyealem(Ph.D
The main objective of this research was to assess the acculturation experiences of Eritrean immigrants who live in Addis Ababa. The researcher used convenience sampling method to select 139 respondents for the study. To answer the major research questions of the study, quantitative method was used. The questionnaire contained points about respondents’ demographic data, acculturation strategy scale, self-evaluated language proficiency scale, stress scale and coping scale. In order to analyze the quantitative data descriptive statistics, one sample t test, independent samples t-test, analysis of variance (ANOVA) and partial correlation were used. The study showed that Eritrean immigrants in Addis Ababa frequently used separation acculturation strategies. In addition, the study revealed that majority of the participants have higher Amharic language ability, they are less vulnerable to acculturative stress, they have good immigration experience and they tend to use positive coping mechanisms to deal with their stress. Finally, it was recommended that establishing and strengthening Eritrean community that help immigrants meet and share their experiences would improve their acculturative experiences
Acculturation Experiences of Wolayita Youths in Addis Ababa: The Case of Nifas Silk Lafto Sub City
(AAU, 2021) Zewdu, Temesgen; Zewdu, Temesgen(Dr
The main objective of this research was to assess the acculturation experiences of Wolayita youths who live in Addis Ababa. The researcher used convenience sampling method to select 95 respondents of the study. To answer the major research questions of the study, both qualitative and quantitative methods were used. The questionnaire contained points about respondents’ demographic data, acculturation strategy scale, self-evaluated language proficiency scale, stress scale and coping scale. Additionally, interviews were conducted with some Wolayita migrants based on an interview guide to find out the acculturation experiences of the Wolayita youths in the city of Addis Ababa. In order to analyze the quantitative data descriptive statistics, independent T test, mean split, partial correlation and analysis of variance (ANOVA) were used. The qualitative data gathered from the semi-structured interview were analyzed qualitatively by collecting the responses of informants. The major findings of the study showed that Wolayita migrants in Addis Ababa used integration, separation and assimilation acculturation strategies depend on the situation an individual is in, high language ability in speaking and listening, highly vulnerable to acculturative stress and difficulties with their migration experience. Finally, it was recommended that the government should decentralize its development endeavors by expanding industry zones to zonal and woreda level and major towns of the country
Achievement Motivation, Self-Esteem, and Learning Styles In Relation to Mathematics and Physics Achievement Between Wukro Social Development Program Supported and Not- Supported Students
(Addis Ababa University, 2009-06) gizaw, Belay; Yekoyealem, Desse (Ato)
It has been uoge ted in different research articles that academic performance is equally illfluenced by lion -cognitive variables as it is so by the cognitive ones. The present study has intellded 10 ee whether non-cognitive factors such as achievement motivation, selfesteem and learning 'lyles do have an influence on students' mathematics and physics achievement. Information concerning the variables mentioned was collected using achievement motivation, self-esteem and learning styles questionnaires from 0(109) W. 'DP-supported and (108) WSDP-not supported sample of Wukro high school ludellts. Three el7lester average academic achievement of each student was collected from the re orc! offi e of the school. The obtained data were analyzed using t-test, correlation, multiple and step-wise regressions. Significant difference in academic achievement motivation, mathematics and physics achievements was reported between oro ups . WSDP-not supported students have better achievement motivation and achieve hetter in academy. But no significant self-esteem difference was reported even though the mean of WSDP-non supported students is slightly greater than the supported students. Achievement motivation and self-esteem contributed to the prediction of mathematics achievement but achievement motivation was the only significant contributor for physics achievernent. While the learning styles-visual, auditory and kinesthetic were not ignijicant predictors of both mathematics and physics achievements and were removed from the regression equation. Since the obtained results convey a message to educationalists, implications are suggested as directions for further research
Action Res Each on Reflctive Teaching in the Plasma Context: the Case of MenelikIi Preparatory School
(Addis Ababa University, 2008-06) Zewdu, Alebachew; Asgedom, Amare (PhD)
The present study has been conducted for fifteen weeks during the first semester of the present academic year. Disciplinary problems, lack of preparedness of students before coming to school, lack of direct involvement of students in classroom exercises, problems of posing questions and of organizing their own notes have been identified and tackled with contextual solutions along the study. Classroom observations, test and exam results, focus group discussion with students and the deliberation of the research report to the general teaching staff members were the instruments for data gathering. Reflection on the contextual problems led me to design appropriate strategies, actions and observations along with data collection were the next steps; the cycle ended up with the recognition of change with respect to the / strategies interventions . The attendance problem of grade twelve students have been improved, students became aware of the knowledge reconstruction paradigm and had demonstrated in their conceptions of the necessity of preparedness before coming to school as part and parcel of the classroom .activities. Their tendencies towards attempting classroom activities, how to probe into new ideas and the habit of organizing their own notes have been improved through the process. Their progressive tests and final exam results were also enhanced, though they faced them without any prior orientations and couching, as a strategy so as develop a habit of independent learning. Dialoguing became the feature of my class and we were friendly by narrowing the teacher-student dichotomy. My conclusion is that reflective teaching was a fruitful approach to teaching chemistry in the plasma context
Action Research Practice in Government Secondary Schools: the Case of Addis Ababa City Administration
(Addis Ababa University, 2012-10) Halefom, Azeb; Jebessa, Firdissa (PhD)
The purpose of this study was to assess the practices of action research in government secondary of Addis Ababa city administration. An attempt was made whether action research schools was conducted and implemented in the schools to solve real educational problems in classrooms. To this end, 10 sample Government secondary schools were selected out of the 50 found in the ten sub-cities of the City Administration (one from each subcity) using purposive sampling technique. The sample schools considered for the study were Addis ketema, Bulbula, Tikur Anbessa, Beshali, Medhnialem, Temenga yaz, Ayer-tena, Africa Hibret, Lafto and Higher-12. Descriptive survey method supplemented by structured interview and document analysis was used to collect relevant data from the respondents of each selected government high school. School level respondents comprised of directors, teachers, members of student council and members of PTAs. Experts of Sub-city Education Office have also participated in the study. A total of 194 respondents were selected as a sample for the study. These comprised of 10 directors, 10 members of student council, 10 members of PTAs 10 experts of Sub-city Education Office and154 teachers selected using purposive sampling methods, which is a quota sampling technique. The collected data were analyzed and interpreted in SPSS software using percentages. The findings of the study revealed that the practice of action research in Addis Ababa City Government high schools was not adequate to solve day-to-day teaching learning problems of all high schools. Almost leadership of the schools . under investigation was found poor supportive and the involvement of experts, members of PTAs and members of students' council was also poor. The tendency to conduct action research of teachers' was weak, and lack of capacity to conduct action. research was seen as a problem of the schools. The scarcity of finance and other resources were also found as aggravating for the failure of participation in conducting action research. Accordingly, the above problems seem to have led the practice of action research in Addis Ababa city government high schools to be poor. To alleviate the above-mentioned problems, the schools should orgamze training programs to the teachers and other concerned bodies at the school level. The leadership should be supportive and committed in assisting and designing systems to develop full participation of teachers to undertake action research in the schools. School leadership should also prepare and provide incentives to encourage teachers' involvement in action research
Active Learning and its Influence on Students’ Academic Achievements in Yaka Sub City Selected Secondary Schools
(Addis Ababa University, 2017-03) Kidane, Kahsay; Shibeshi, Ayalew (PhD)
The purpose of this study was to investigate active learning and its influence on students’ academic achievements in Yekasubcity, selected three secondary schools, namely Karalo Secondary School, Millennium Secondary School, and BirhanGuzo Secondary school. To conduct the study descriptive method was used. Atotal 60 students, 45 teachers, and 12 principals participated in the study and completed questionnaire. Both qualitative and quantitative methods were employed. In order to give equal chance to respondent’s random sampling was employed for students and teachers, and purposive sampling employed for principals. Questionnaire, interview and documents used as data gathering tools. The collected data by questionnaire were analyzed using frequency percentage and descriptive statements. In addition qualitative data were analyzed immediately after finished the interviews and observations. The finding of the study indicates that almost all of the participants of the study have perceived active learning positively. The study also revealed active learning is implemented effectively and it has a significance role in enhancing students’ academic achievements. According to the finding lack of instructional materials were the major factors influencing the implementation of active learning. Finally it is highly recommended that school administers and teachers should address the problem of unavailability of instructional materials by mobilizing communities, parents and other stockholders. Additionally training on active learning should be provided for those who lack the skill and knowledge on active learning.
Active Teaching and Its Influence on Student Academic Achievement - the Case of Grade Three
(Addis Ababa University, 2004-06) Reja, Ahmed; Engda, Temechegn (PhD)
The purpose of this study was to examine the influence of active teaching method on grade three mathematics achievement. Active teaching (other terms are also synonymously used throughout the paper), as the process-product research approaches explain, refer to teacher behavior in the classroom. Identified with the teaching model, there are thirty four teacher behaviors categorized in five blocks (see Appendix II). The subjects taken for this study were IS grade three mathematics teachers randomly selected from 10 primary schools in Mekelle and their students as well. The students (numbering 808) of these teachers were tested at the beginning and end of the training program. The teachers were randomly assigned to three groups: trained teachers observed while implementing the method, trained teachers but unobserved and untrained teachers who simply taught in their style and hence 5 teachers in each group. Both trained groups (the observed and unobserved teachers) were given a 24- page manual on the teaching model and were also trained for five days lasting two hours each. Then, starting the first week of November they continued to instruct in their regular teaching schedules during the study period. Both the trained observed & untrained teachers were observed three times each spaced nearly a month so as to see to what extent the teaching behaviors suggested in the manual were implemented. The trained unobserved group was simply used to see whether the presence of the observer (video recorder) had an effect to the trained observed teachers. The proportions of implementation of the teaching behaviors by both observed groups were computed using percentages and the impact of these teaching behaviors or the influence of the active teaching model on student achievement at the grade level was analyzed using the t-test. The statistical impact on student achievement was accepted as significant at 0.05 a level or better. Results of the analysis revealed that the proportion of implementation of most of the teaching behaviors was greater in the trained observed teachers than in the untrained teachers. Similarly, posttesting results indicated that students taught by the trained teachers had better mathematics mean scores than students of the untrained teachers and hence could be concluded that active teaching method had an influence on student academic achievement

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