Mathematics Education
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Item The Practices, Constraints and Opportunities of Female Students’ Involvements in Sport and Physical Activity in Secondary School of Woldia Administrative Town(Addis Ababa University, 2019-03) Keren Engida.; Sahilemichaiel BezunehObjective: The general objective of the study was to assess the practices and constraints and opportunities of female students’ participation in sports and physical activities in secondary schools of Woldia administrative town. Methodology: mixed research (Quant-Qual) approach was employed; and descriptive survey design was used to collect data from respondent PE teachers (14), students (207), principals(3) and vice principals(5), and female students’ mother(100)the total sample size (329)as primary sources of data. Data analysis was done using percentages, frequency counts, mean, S.D, and Pearson chi-square through SPSS software. Result and discussion: Findings like female students were not actively participating, not joyously in practical exercises and they were not encouraged to participate in physical activities in school and outside the school; are not as active participant as boys, facilities and equipment were not accessible for students; and parents do not have due attention whether their children are active participant or not; school the encouragements and supports which are given by school stakeholders and family members, teachers and principals were at a minimal level; and lack of place for changing sport suit, separate latrines and water service at school and undermining of female students by male counter parts, low attention given to female students by the teachers than male counter parts, low attitude and perception of teachers and male students towards female students were the main constraints of female students’ participation in physical activities. On the other hand, There are low practices of female students’ participation in sport and physical activities in the study area; the assignees of the secondary schools are not in helpline of female students through facilitation of sport and physical activity equipment and facilities; and Practices of female students’ participation in PE, female students’ participation in physical activities, female students’ opportunities and support, encouragements and supports had significant association with observed level of female students’ participation and constraints were the conclusions drown. Recommendation: Finally, the researcher recommended that female students as a student in the school should challenge their difficulties and proud of their femaleness and hence improve their participation through process; the school principals must intentionally rethink the overall sport facilities and fulfill the most significant equipment and facilities and then manage the proper implementation through inbuilt classroom and field practical classes; and the whole school stake holders, particularly PE teachers, the local communities and the local governance must work together and overthrow the school related and community related factors from the grass root level. Key words: practices, Opportunities, constraints, Physical EducationItem Student-Centered Approach as an Effective Teaching-Learning of Mathematics: Challenges and Opportunities in Some Selected Secondary Schools of East Wollega Zone (Oromia Region).(Addis Ababa University, 2015-06) Solomon Gadisa; Solomon AreayaThe objective of the study is to assess the status of application of student-centered approach as an effective teaching-learning mathematics: Challenges and Opportunities in Some Selected secondary Schools of East wollega zone (Oromia Region). The study explored problems in the teaching and learning of mathematics from the following perspectives: problems related to school facilities, teachers, students, and the extent to which the school is conducive for practical activities. The research method employed in the study was a mixed approach. Descriptive survey design was employed to accomplish the study. Purposive sampling techniques were used to select mathematics teachers’ and principals. Random sampling techniques were used to select students. Availability sampling techniques were used to select supervisors. Educational administrators (principals and vice principals), mathematics teachers, students, and supervisors at woreda levels were the subjects of the study. Questionnaire, classroom observation and interview were the major data gathering instruments used for this study. Besides, document analyses were made to get additional evidences to the study. Numbers, percentage, mean values and grand mean were the statistical tools used to analyze the data obtained from the subjects. The findings of the study in general showed problems that include: Poor background of the students in mathematics skills, weak ability to think, in ability to pose questions, weak English language proficiency, lack of interest and motivation to learn mathematics in those sample schools. The finding also showed that, teachers’ lack of competency in their subject and method of teaching as well as lack of interest and motivation to be engaged in their professional task, poor supervision (frequent follow up) from concerned bodies, inadequate availability of instructional materials, luck of enough time provided for discussion after instruction to make the lesson more clear and poor school facility were the chief problems encountered in the teaching and learning of mathematics in the secondary schools of East wollega zone. But in contrary if the student-centered method of teaching-learning approach implemented properly: learners draw up on their own knowledge, understanding, ability, experience and organize and finally give interpretation. Conclusions of the result indicates that there are lack of school facilities, low level of students interest to involve in the method, insufficient supervisory assistance to the schools were found factors that influence the implementation of student-centered approach. To fulfill school facilities following classroom standard population (class size), making frequent supervisory assistance to schools and organizing short term workshops, seminars as well as to encourage staff training were also recommended.Item The Impact of Problem Based Learning (PBL) Method on Grade 10 Physical Education Achievement at Pawi Secondary School(Addis ababa University, 2016-02-29) Amanu Demelash; Shimelise AsefaThe main issue considered is problem based learning in sports activities, physical education as an academic discipline, and finally the factor that affects student’s physical education achievement. The paper focuses on the use of PBL as a tool in the student-centered physical education learning. This thesis was based on the research study of the impact of PBL at Pawi grade 10 students in Physical Education Teaching-Learning Process in Benishangul Gumuz Region. The main purpose of the study is to analyze Students knowledge and performance improvement in physical education and it’s enhancement in the academic achievements and skills improvement of students in physical education classes. The subjects of the study are 50 students which are 30 male and 20 female students. To this effect, respondent sampling is carried out by using Simple random sampling and taking as experiment control groups. The real and queried information is gathered through questionnaires, interviews and classroom and field practice observation. The percentage is used to make analysis of the data obtained from the respondents under the study. The analysis result of the study shows PBL positively influence students’ knowledge and performance in learning physical education. From this study it is possible to conclude that teachers should include PBL-style /system in the class room. Hence, it is recommended that depending on the results of findings, concerned bodies such as teachers, participants and woreda educational bureau responsible to give the concept of PBL learning strategies, such as working in groups, students teaching each other, and working together outside of class, were useful teaching practices, particularly at the high school level.Item Basketball Basic Technical Training Effect on Students’ Performance Level: The Case of Kellem Preparatory School at Kellem Wollega Zone(Addis ababa University, 2016-01-30) LetaTadese; Mebratu BelayThe main objective of this study was to investigate the effect of basketball technique training on the students’ performance level; the study comprises 30 students of 11th grade in kellem preparatory school. The students were selected purposively from the class. Additionally, PE teachers were selected as coaches. The Quasi-experimental study is used to carry out this research. In this attempt, data were collected through and observational checklist. The result of the study clearly showed that kellem preparatory school students practice two days per week and 40 minute per session for continuous eight weeks. Ultimately, Basketball technique performance level of post-test, after eight weeks was conducted using the pre-test performance level of the students. The study was to investigate whether there was statistically significant difference between the performance levels before they went into the training. The age ranges of participants were “between” 17-19. In this quasi-experimental research, the T-test was used to compute and analyze pre-test and post-test results of the selected students and the results revealed that the selected group outperformed significantly (p<0.05). The major constraints associated with kellem secondary school found to have low interest of students’ to participate in basketball game due to its unpopularity in this area, lack of facilities and equipment, lack of playground in the villages and in the schools. Finally, based on the major findings some valuable suggestions were forwarded to some valuable places beginning from school principal to higher Federation.Item Variation Theory Based GeoGebra Assisted Problem Solving Instructional Approach: Advancing Learning in Geometry(Addis Ababa University, 2026-05) Belete Abebaw; Mulugeta AtnafuThe study aimed to examine the effect of Variation Theory Based GeoGebra assisted problem-solving instructional Approach on students’ learning in Geometry. The study was conducted in Addis Ababa government secondary schools. A total of 125 students divided into 4 intact groups participated in the study. The study employed quasi-experimental research design. Three intact groups were randomly assigned as a treatment group, while one group was taken as a comparison group. Each of the three treatment groups took specific instructional approach, while the comparison group proceeded without any changes to the instructional process for all sessions. Pre and post conceptual understanding test, mathematics motivational questionnaire and problem-solving test were administered to all groups. To analyze the data and examine the differences (if any) in each group, Pearson correlation, ANCOVA and Paired samples t-test were employed. There was a significant mean difference between student’s pre-test and post-test in their conceptual understanding, problem solving skills and motivation of each treatment group and no such difference observed on the control group. Furthermore, the variation theory based GeoGebra assisted problem solving instructional approaches had a large mean difference than the control group. The result also showed that Variation theory based GeoGebra assisted problem solving approach treatment had an essentially higher mean difference on student ‘s conceptual understanding on their problem-solving skills and motivations too. Furthermore, the variation theory based GeoGebra assisted problem solving approach had big mean difference on their motivation. When an instruction was led by variation theory based GeoGebra assisted problem solving approach, students ‘conceptual understanding and their motivation significantly affect students ‘problem solving skill. It was recommended that teachers give attention to using variation theory-based GeoGebra assisted geometry problem-solving approaches for students ‘better understanding, motivation to learn and problem solving. Since GeoGebra assisted problem solving instructional approaches motivate students to learn geometry administrators would emphasis on launching GeoGebra software through IT labs in schools, and government officials on the educational sectors should appreciate the implementation of technology in schools. School principals and mathematics teachers would appreciate the implementation of technology in schools. Key words: Conceptual understanding, GeoGebra, Learning Geometry, Problem-Solving Approaches and Variation theory.Item Realistic mathematics education-based mathematization, epistemological beliefs, problem-solving skills, and geometry achievement of pre-service mathematics teachers(Addis Ababa University, 2026-02) Girma Tessema; Kassa Michael; Solomon AreayaThis study explored the mathematization and mathematical concepts utilized in the community, designed an intervention based on these realitic-based mathematizations, and examined their influence on pre-service mathematics teachers’ epistemological beliefs, problem-solving abilities, and achievements in learning geometry. To achieve this intended objective, an exploratory sequential mixed research design was employed, where the first phase explored the mathematization and mathematical concepts in the community, and the second phase underwent an intervention study in teacher education. Data were collected through semi-structured interviews, observation, a questionnaire, geometry problems, and geometry achievement tests. In phase I, purposive sampling and snowball sampling were utilized, whereas in phase II, purposive and random sampling were utilized. After collecting data, thematic analysis was employed for the qualitative data, and independent t-test, MANOVA, and Pearson correlations were employed for the quantitative data. Measuring, counting, designing, explaining, and locating were the common mathematizing processes; area of plane geometry, congruency and similarity of polygons, rotational and radial symmetry, sector, arc length, and volume of solid figures were some of the mathematical concepts embedded in the activities of the local community. Statistically significant mean differences were observed on pre-service mathematics teachers’ problem-solving skills, geometry achievement, and mathematical epistemological beliefs, indicating that the group taught via RME-based mathematization outperformed those taught via the conventional approach. The MANOVA result also indicated that there were significant mean differences between the treatment groups and comparison group on a linear combination of source, stability, and structure of mathematical knowledge. Qualitative findings revealed that the instruction helped pre-service teachers to adopt both absolutist and fallibilist perspectives on mathematical knowledge. In conclusion, societal and cultural activities are rich in mathematical notions and forms of mathematization. Integrating them into RME-based approaches can benefit pre-service teachers by transforming their mathematical epistemological ideas and enhancing their geometry performance and problem-solving skills. The findings of this study underscore the importance of integrating RME-based mathematization that is rooted in culturally situated practices into teacher education programs to enhance pre-service teachers' problem-solving skills, geometry achievement, and epistemological beliefs. Since emphasis is given to localization and vocational competence in education, among other things, integrating local, societal, and cultural mathematizations into teacher education programs could benefit preservice teachers and the education system. This study also has an implication for the way teacher education curriculum should be designed, and how pre-service teachers should be trained to be competent to deliver locally relevant but meaningful mathematics, while also laying the foundation for further research.Item Topic Specific Pedagogical Content Knowledge-Based Instruction and Grade 11 students‘ Chemistry Learning(Addis Ababa University, 2025-03) Kassahun Dejene; Temechegn Engida ; Woldie BelachewChemical kinetics and equilibrium pose significant challenges to students' understanding in chemistry. Although pedagogical content knowledge (PCK) has been identified as a beneficial tool in improving learning outcomes, limited research focuses specifically on its effectiveness in these topics. This study investigated the impact of topic-specific PCK-based instruction on students' conceptual understanding, achievement, and motivation in chemical kinetics and equilibrium. Participants were 159 High school students in treatment groups receiving topic specific PCK-based instruction and a control group receiving conventional instruction. Three treatment groups, each emphasizing different PCK elements (curricular saliency-based, representation-based, and conceptual teaching strategy-based) were compared in this investigation. Data collection instruments included conceptual understanding test, chemistry achievement test, chemistry motivation questionnaire, semi-structured interviews and classroom observations. A mixed method with non-equivalent pre-test-posttest quasi-experimental design was utilized in this study. Quantitative data were analyzed using ANOVA, MANOVA, follow-up ANOVA, and multiple regressions. Interview data were analyzed based on themes generated from interview data. Moreover, classroom observation data on students engagement and teachers facilitation role in teaching chemical kinetics and equilibrium concepts were anlyzed. The results indicated that the REPs and CTS methods were particularly effective, showing the highest gains in students' understanding. These interventions not only improved understanding and achievement but also mitigated common misconceptions associated with chemical kinetics and equilibrium. Notably, female students exhibited improvements in their grasp of concepts compared to their male counterparts, though no significant gender differences were observed in overall outcomes. The study underscores the effectiveness of TSPCK-based approaches in chemistry education, highlighting the importance of interactive and technology-supported teaching strategies. Results demonstrated the superiority of the treatment groups over the Comparison group in conceptual understanding, achievement, and motivation. Specifically, the representation- based instruction group exhibited significant improvement in conceptual understanding and motivation, while the conceptual teaching strategy-based group has shown a significant enhancement in achievement. Multiple regression data revealed that intrinsic and mark motivation strongly impacted students' conceptual understanding and achievement. Based on the findings and discussions of this study, summary, conclusions and recommendations were made. Keywords: Achievement, Chemistry learning, Conceptual teaching, conceptual understanding, Mark motivation, motivation, Representations, TSPCK-based instructionItem Primary Pre-service Mathematics Teachers’ Geometry Learning with Technology-Integrated Guided Inquiry-Based Learning Approach(Addis Ababa University, 2023-06) Dereje Eshetu; Mulugeta AtnafuThe purpose of this study was to examine the effect of the technology-integrated guided inquiry-based learning (TGIBL) approach on pre-service primary mathematics teachers’ (PSMTs’) learning of plane geometry. In the study, a mixed-methods approach with a non-equivalent quasi-experimental design was employed. A total of 116 second-year PSMTs, divided into two experimental and one comparison groups, participated. A random sampling technique was used to select the sample of two intact classes for intervention and comparison groups, which were then assigned as experimental groups 1, 2, and the comparison group. In the experimental group 1, the TGIBL approach was used; in the experimental group 2, the GIBL approach was used; and in the comparison group, the traditional teacher-centered instructional method was used for ten weeks. The Geometry Attitude Scale Questionnaire, Geometry Conceptual Understanding Test, Geometry Procedural Knowledge Test, and Geometry Problem Proof Test were administered to all groups as pretests and posttests to collect quantitative data while Semi-structured interviews and classroom observation were used for qualitative data. The quantitative data were analyzed using descriptive and inferential statistics such as mean, standard deviation, MANOVA, ANOVA, ANCOVA, paired sample t-test and regression analysi whereas thematic analysis used for qualitative data. The analysis revealed that PSMTs taught by the TGIBL approach showed significant improvements in geometry learning outcomes when compared to PSMTs in traditional teacher-centered methods and the GIBL approach. Moreover, PSMTs in the GIBL approach showed a statistically significant difference from the traditional teacher-centered instruction method in geometry learning outcomes. In regression analysis, reasoning and attitude have significant influence on conceptual and procedural knowledge. The qualitative data also revealed that PSMTs who are taught using the TGIBL approach have attained a positive attitude towards geometry when compared to PSMTs who are taught using the GIBL approach or the traditional teacher-centered method. However, there were no significant differences between the GIBL approach and traditional teacher-centered methods in attitude towards geometry. Based on the findings, mathematics teachers and colleges of teacher education must use the TGIBL approach, and pre-service mathematics teacher education courses need to be incorporated with digital technologies and pedagogies to improve PSMTs' learning of geometric concepts. Key words: Guided Inquiry-Based Learning, Conceptual Understanding, Procedural Knowledge, Reasoning Skills, Attitude, TechnologyItem Effects of eight weeks circuit training on muscular strength and endurance of students: the case of Enchini Secondary School(Addis Ababa University, 2024-10) Dereje Gebeyehu; Sutuma Edessa (Ass. prof)This study examines the effects of 8 weeks circuit-training program on muscular strength and muscular endurance of selected students from Enchini Secondary School. A total of 30 students of age 17-19 were selected using purposive sampling as study population. The circuit training regimen involved exercises designed to enhance muscular strength and endurance and was conducted twice a week for 40 minutes per session. The study employed a pre-test and post-test design to evaluate the effects of circuit training on the six station groups of participants conducting exercises. Data were collected on the performance of participants during the pretest before getting training and after two months circuit training on six stationed exercises and analyzed in comparison of the measurement results of posttest with the pretest outcomes. As a result of circuit training exercises for two months, the performance of participants on six station components was improved: pushups by 15.4, jumping jack by 15.9, Sit-up by 11.6, jump rope 15, step-up by 12.7 and pull-up by 6 and showed clear demarcations differences of the pre-test and post-test results. The study concludes that circuit training can significantly improve physical fitness in adolescent males, making it a valuable exercise modality for schools and fitness programs. Recommendations for future research include exploring various circuit training protocols including diverse participant groups and assessing long-term effects and psychological impacts. Key Words: Circuit-training, Effect, Fitness, Muscular endurance and Muscular strengthItem A Blended Approach of Jigsaw-4 and Problem-Solving Strategies in Preserv-ice Physics Teachers’ Understanding of Newton Laws of Motion Concepts and Their Affective Factors(Addis Ababa University, 2024-03) Zerihun Anibo; Desta GebeyehuEducation in the twenty-first century needs new, creative instructional approaches to teach, like the active learning method, to help students understand physics concepts better. The purpose of this study was to investigate the effects of Blended Approach of Jigsaw-4 problem-solving strat-egies on factual, conceptual understanding, procedural knowledge, problem-solving skills, moti-vation, and perception in a mechanics course, particularly on laws of motion, compared to the conventional method in the college of teacher education in the Southern Nation Nationality Peo-ples Regional State. In this study, 136 preservice physics teachers were chosen non-randomly from four colleges of teacher education. A quasi-experimental, non-random pretest-posttest re-search design with a mixed research method was used. Factual knowledge diagnostic tests, con-ceptual understanding tests, procedural knowledge tests, problem-solving skills tests, and phys-ics motivational questionnaires were administered to all groups as pretests and posttests. After the treatment, 24 preservice physics teachers, six from each group, were interviewed semi-structurally to collect data. In terms of data analysis, descriptive statistics, paired sample t-tests, and inferential statistics such as Analysis of Variance (ANOVA), post hoc tests were used for the analysis of the quantitative data, whereas deductive coding of verbal description was used for qualitative analysis. The findings of the quantitative analysis revealed statistically significant differences in preservice physics teachers' conceptual understanding, procedural knowledge, and problem-solving skills in learning laws of motion, which were found to be better after learn-ing through Jigsaw-4 problem-solving strategies. Concerning motivation, it was found that the blended Jigsaw-4 problem-solving strategy had a significantly superior effect over other prob-lem-solving strategies and conventional instruction. The interview analysis was drawn out using five major themes of pre-service physics teachers’ views: conceptualizing concepts of force view, the advantage of frictional force view, laws of inertia view, third law of motion view, and nature of frictional force view. It was found that preservice physics teachers' views improved more through Jigsaw-4 problem-solving strategies. In conclusion, the blended Jigsaw-4 problem-solving strategy using the TECMRER ( Thinking, Exploring, Choosing Strategies, Manipulation, Reflection, Evaluation, and Reteaching ) model improved learning of physics more than the Jig-saw-4 Techniques of Teaching, Problem-Solving Strategies, and conventional method. Finally, the researcher suggested that physics teacher educators have to use the Jigsaw-4 problem-solving strategy using the TECMRER model to develop the conceptual understanding, procedur-al knowledge, and problem-solving skills of preservice physics teachers in laws of motion con-cepts. Keywords: factual knowledge, procedural knowledge, conceptual understanding, problem-solving skill, Jigsaw-4-problem-solving strategyItem Effects of Physical Exercise on the Improvements of Health Related Fitness: the Case of Merssa High School(Addis Ababa University, 2024-09) Birhan Dejen; Mulugeta WoldeMichaelThe purpose of this study was to evaluate the effects of physical exercise on health related fitness components of students. Experimental research design was employed to investigate health related fitness improvements. Totally, 33 grade 11 students were selected among 215 students using purposive sampling techniques. Data were collected through field based exercises on the health related fitness components using observation worksheet on the performance of study population. Training exercises were conducted for twelve weeks for sixty minutes each day. SPSS software version 20 was used to analyze and compute the data gathered through field based pretest and posttests of performances with the significance threshold of established p-value < 0.05. As a result, showed that the effect of exercises has improved the fitness performances of students HRPF in several aspects. Key terms: Body mass Index, Effects, Health Related Fitness, Physical Exercise and Physical Fitness,Item Assessment on Teaching Methods of Physical Education Teachers during Practical Class: In the Case of Three Government Primary Schools at Woreda 1, Yeka Sub City, Addis Ababa(Addis Ababa University, 2023-10) Salem Difabachew; Tesfaye AsgidomThe main purpose of the study is to assess the teaching methods of physical education teachers during physical education practical class at Yeka sub city, woreda 1 government primary schools. It also aimed at finding out factors contributing to the gap between physical education teachers’ theoretical knowledge of teaching practical class and their actual teaching. The total populations of the study were 18 physical education teachers (13 males and 5 females) with the age range of 20 to 41. Thus, the researcher has used purposive sampling to take all physical education teachers (18/18) of the total populations. Mixed approach involving both qualitative and quantitative approaches was employed for the study. Observation, questionnaire and focus group discussions were used to collect both qualitative and quantitative data. The qualitative data was collected from focus group discussion held with 9 of the teachers systematically taken from the 18 populations of the study. There was also a classroom observation aimed to see all the teachers’ overall physical education practical class teaching practice. The quantitative data was drawn from questionnaire administered to all the teachers. The data collected was analyzed both quantitatively and qualitatively. The findings of this study revealed that the teaching methods used by physical education teachers are inappropriate for practical classes. Teachers use only demonstration and lecture while having many other methodologies during practical class. They most of the time give balls to their students and leave them till the bell goes. Thus, teachers are not teaching in view of the PGDT (the how to teach) courses they have taken in higher institutions. Majority of the teachers do not meet the minimum qualification. There is lack of on-job trainings on physical education practical class teaching methodologies. The administrators in particular and the school societies in general haven’t good attitude to the subject. They perceive the subject as having no use than entertaining students. In all the schools observed there are no sport facilities or equipments except few balls. Finally, the study suggests that teachers have to teach the practical class in accordance with the knowledge they have gained in the PGDT courses of the teaching institutions. Practical and gap filling professional assistance i.e sustainable trainings on the current physical education practical class teaching and learning practices should be provided to the teachers. Moreover, the school should assign teachers who meet the minimum qualification to the level. Besides, different awareness creation stages should be prepared with the schools’ administrators in particular and the school societies in general on the role of the subject.Item Context-Based Instructional Approaches and Students’ Scientific Reasoning Skills, Conceptual Understanding and Epistemological Beliefs in Biology(Addis Ababa University, 2024-05) Wuleta Ketema; Habtamu WodajThe main purpose of this study was to investigate the effect of a context-based Relating, Experiencing, Applying, Cooperating, and Transferring (REACT) instructional strategy on students’ scientific reasoning skills, conceptual understanding, and epistemological beliefs on heredity concepts. In this study, a mixed-methods approach and a convergent embedded experimental design were used. One hundred thirty-one tenth grade students took part in the study. Both quantitative and qualitative data were collected. Three schools and three intact classes were selected randomly from each school. Treatment groups 1, 2, and comparison groups were assigned randomly to each school. Treatment group 1 received a context-based REACT instructional strategy; treatment group 2 received conventional instruction integrated with context-based activities; and conventional instruction was used alone to teach heredity concepts in the comparison group for six weeks. All groups received pre- and post-tests of the genetics conceptual understanding test, scientific reasoning skill test, and epistemological beliefs questionnaire. During the intervention, classroom observations and, after the intervention, semi-structured interviews were conducted. The quantitative data were analyzed using multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA), while narrative analysis was used to analyze the qualitative data. The MANOVA results showed that there were significant mean score differences between treatment group 2 and the other two groups in favor of treatment group 2 in both conceptual understanding and scientific reasoning skills. Nevertheless, there was no significant difference between treatment group 1 and the comparison group in both variables. The observation and interview results supported these findings. The one-way ANOVA result also showed that there were significant mean score differences between the groups in favor of the treatment groups when it came to epistemological beliefs. However, there was no significant difference between treatment groups 1 and 2. This suggests that, compared to conventional instruction, the context-based instructional strategy had a positive effect on students' epistemological belief shifts toward expertise. In conclusion, this study found that integrating context-based activities with conventional instruction has more effect on three variables than context-based REACT strategy and conventional instruction alone. Key words: context-based instruction, conceptual understanding, scientific reasoning, epistemological beliefs, heredityItem Challenges of Continuous Assessment in Teaching Physical Education: The Case of Dalota Secondary School(Addis Ababa University, 2024-01) Diriba Tesfa; Fikadu EshetuThis study aimed to explore the Challenges of Continuous Assessment in Teaching Physical Education in Dalota secondary school. Four basic questions were raised to achieve the objectives of the study. A descriptive survey research method was employed to answer these basic research questions. Students, HPE teachers, and school directors were the participants of this study. 160 students were selected by using the scientific method (mathematical formula) stated by Miller and Brewer (2003) from Dalota secondary school whereas 4 HPE teachers and 2 school principals were also selected by using purpose sampling method for this study. The main findings of this study were: scarcity of time on the implementation of CA in both practical and theoretical assessments, lack of sport facilities such as sport fields, large class size, lack of follow-up by school principals, lack of feedback system on the implementation of continuous assessment, lack of awareness on the advantages of continuous assessment in both practical and theoretical assessments were the main challenges of continuous assessment. Based on the research findings, the researcher tried to put a solution for this study by: giving sufficient time on the implementation of CA in practical assessment, filling the sport facilities for HPE teachers such as preparing sport fields, preparing the necessary materials, motivating PE teachers, enhancing students interest towards physical education class, , following-up of supervisors or school administrators, giving immediate feedback on implementation of continuous assessment for the students’ etc were recommended in general. Keywords: Physical education, Assessment, continuous assessment, implementation,Item Blended Physics Laboratory Experiments and Teacher Education Students' Learning of Electricity and Magnetism(Addis Ababa University, 2023-07) Zemenu Mihret; Shimeles AssefaThe purpose of this study was to examine the effects of blended physics laboratory experiments on teacher education students' conceptual understanding, understanding of the nature of science, and attitude toward physics laboratory experiments in a laboratory course that included concepts of electricity and magnetism. The study used a non-randomized quasi-experimental mixed methods design with pretest-posttest. It comprised a total of 63 per-service physics teachers enrolled at three colleges of teacher education, with 16 in the blended experiment group, 26 in the virtual experiment group, and 21 in the real experiment group. The first treatment group used a blend of real and virtual experiments; the second treatment group solely used virtual experiments; and the comparison group exclusively used real experiments. With the exception of the type of manipulative utilized, similar experiments from the physics laboratory course were taught to all three conditions using a guided inquiry-based approach. Conceptual understanding test for electricity and magnetism, understanding of the nature of science questionnaires, and attitudes towards physics laboratory questionnaires were used to collect quantitative data. Besides, qualitative data were gathered from participants on their opinions regarding the instructional strategies, the mode of physics laboratory experiments, and potential enhancements. Data were analyzed using descriptive statistics, paired sample t-test, one-way ANOVA, and thematic analysis. Results showed that blended experiments significantly improved students' attitudes towards physics laboratories, while virtual modes of laboratory experiments promoted conceptual understanding. Despite slight mean differences in favor of the treatments, there was no significant difference in understanding of the aspects of nature of science between the treatment and comparison groups. The majority of participants preferred blended and virtual modes of experimentation over real ones, despite some participants raising concerns about access to computers, additional software training, and more practice time. The efficacy of the various modes of physics laboratory experiments could depend on factors other than the media per se, such as the type of instructional strategy, curricular materials, and additional learning time. It is recommended that further study be done using different methodologies on the efficacy of different modes of experimentation to resolve conflicting results and produce optimal learning. Keywords: Attitude towards physics laboratory, Blended laboratory experiment, Conceptual understanding, Electricity and magnetism, Understanding of the nature of scienceItem The Role of Physical Education Teacher in Motivating and Engaging Students with Disabilities in Learning the Practical Classes of Physical Education: The Case of some Selected Seba Boru District(Addis Ababa University, 2021-09) Muktar Guddeta; Tesfaye AsegdomThe main purpose of this study was to investigate the role of physical education teacher in motivating and engaging students with physical disabilities on learning practical classes of physical education in some selected schools in Seba boru district. Survey descriptive research design was used on this study. The data obtained through both qualitative and quantitative approach to identify the role of PE teacher in motivating and engaging SWD. Data were collected from the subjects through, questionnaires interview, focused group discussion and observation checklist. Data’s were organized and analyzed from in-depth questionnaires interviews, practical field observations were analyzed qualitatively. Quantitatively analysis is made using by tables and charts and qualitatively using by words. Based on the result of this study the following major findings were drawn as the results shows that factors and motivation challenge associated with materials, equipment, school compound, absence of disability sport competitions, limited professional development trainings, incomprehensive curriculum is found as a challenge and problems which limits motivation and participation of Student with disabled in school Physical education and extracurricular activities. Finally, Based on the findings of the study, it was recommended that, awareness creation strategy should be designed to the school principals, teachers, families and other stakeholders so that they could support and all concerned bodies. Accordingly, curriculum experts and policy makers should reconsider teaching materials in different levels to make them inclusive, Physical education teachers should play great role in creating pupil to pupil interaction and motivation among disabled and student without disable, prepare disability sport competitions as for non-disabled ones, create conditions for physical education teachers to take part in professional development trainings. Keyword. Teacher, Motivation, challenge, practical class, sport, physical disabilities, competitions and physical Education.Item The Effect of Physical Activity on Students’ Academic Achievement amd Attitude in Some selected Secondary Schools in Lemi Kura Sub-City Administration, Addis Ababa.(Addis Ababa University, 2022-12) Asnaku Tadesse; Desta GebeyehuThis study was aimed to investigate effects of physical activities on students’ achievement and attitude towards learning, and the association between the two dependent variables. A total of 215 grade 10th students from two different schools found in Lemi Kura Sub City, Addis Ababa, Ethiopia were the participants of the study. The participant samples were selected from Andode and Bori secondary schools randomly and assigned as treatment and comparison groups. The treatment groups were exposed to multiple physical activities before the start of lessons whereas the comparison groups had learnt the selected subjects as a regular trends. A non-equivalent pretest post test qusi experimental research design was used in this study. Standardized achievement test which was composed of English, mathematics, and biology, and attitude questionnaire with a five point Liker scale instruments were used to data. After checking all the required assumptions for test statistics, an independent sample t-test and Pearson Correlations were employed to compare the mean difference on students’ attitude towards performing physical activities, achievement between groups and associations between students’ attitude with their academic achievement by the treatment group only. The analysis of an independent sample t-test result indicated that students who were exposed to multiple physical activities prior to their lesson scored the higher academic mean than those students who had learnt the same subjects without performing physical activities. Similarly, the analysis of Pearson correlation coefficient result showed that there was a positive, moderate and significant correlations between students’ attitude towards performing physical activities with their academic achievement. To conclude, exposing students with multiple physical activities prior, during and after the lesson helps to improve their academic achievement. In addition, the finding of this study revealed that students with positive attitude of physical activities can perform better in their academic achievement. Further study can be carried out to investigate the effect of physical activities on students’ achievement in terms of gender difference and the prediction of physical activities to academic achievement. Key Words: Achievement, Attitude, Physical Activities.Item Professional Development and Training on Assessment for Learning and Pre-service Teachers’ Outcomes in Fundamental Concepts of Algebra: A Mixed Method Study(Addis Ababa University, 2023-06) Ayanaw Yigletu; Kassa MichaelDue to the extensive culture of summative assessment in teacher education, improving pre-service teachers' achievements and their self-regulated learning skills remains a challenge. The aim of this research was to examine the effect of a job-embedded, context-specific, and content-based comprehensive professional development program for mathematics teacher educators on assessment for learning and training for pre-service primary mathematics teachers on self-assessment and peer assessment on the pre-service primary mathematics teachers’ achievement gains, self-regulated learning skills, conceptions of assessment for learning practices, as well as on the implementations of assessment for learning strategies in the teaching and learning of the Fundamental Concepts of Algebra course. In this research, 13 mathematics teacher educators in a teacher education college and 129 pre-service primary mathematics teachers in three different teacher education colleges selected randomly from the ten colleges in Amhara regional state (52 in the intervention group, 38 in comparison group one, and 39 in comparison group two) participated as a sources of data. Three mathematics teacher educators who were assigned to deliver the Fundamental Concepts of Algebra course and their 52 pre-service teachers who took the course participated in the professional development and training, respectively. Thematic analysis of interview data of the conceptions of mathematics teacher educators about assessment for learning revealed that they have an incomplete understanding of assessment for learning. A one-way ANOVA also showed that pre-service primary mathematics teachers in the intervention group outscored pre-service primary mathematics teachers in both comparison groups on their achievement gains in algebra. In addition, a one-way ANOVA showed that pre-service primary mathematics teachers in the intervention group outscored pre-service primary mathematics teachers in both comparison groups on their conceptions of assessment for learning experiences. Furthermore, a paired sample t-test result showed that pre-service primary mathematics teachers’ self-regulated learning skills after the intervention were significantly higher than their self-regulated learning skills before the intervention. Besides, the comprehensive professional development and training improved the implementation of assessment for learning in the teaching and learning of the algebra course. The implications of professional development on assessment for learning are discussed, as are recommendations for further study. Keywords: Professional Development, Assessment for learning, Algebra, Teacher EducationItem Development of Tools and Assessment of Ethiopian Students’ Pattern of Scientific Reasoning at the Upper Primary Level in the Hadiyya Zone(Addis Ababa University , 2020-12) Tsedeke Abate; Kassahun Michael,Studies indicate that the failure of science education to meet the needs of the 21st century is to some extent due to the inability to incorporate scientific reasoning and higher order assessments in the school instruction. Though the outcomes of education seek higher-order thinking abilities there is a lack of high ability assessments in low-income nations. The purpose of this mixed methods research is to explore students’ way of reasoning and develop and validate the Scientific Reasoning Progress Tool (SRPT) which measures students’ reasoning abilities. The phenomenographic study was used to explore grade eight students’ patterns of reasoning, and to validate an assessment tool the descriptive survey method was used. The qualitative analysis of students’ interviews elicited three major themes of student views towards different levels of scientific reasoning: naïve, mixed, and scientific along with the underlying ways of reasoning. For the quantitative part of the study, 40 items were developed, pilot tested, and administered for 242 grade eight students at six schools. Rasch Analysis was used to develop and validate the items with the help of Winsteps. It was found that the SRPT is offered as a valid and reliable instrument that is a construct-driven, domain-specific, and a higher-order thinking assessment that can measure students’ reasoning progress. However, it was found that the reasoning ability of grade 8 students’ is limited to lower level reasoning and they faced difficulty in attaining higher-level reasoning like iv generating evidence and drawing conclusions. This study has produced a valid and reliable assessment tool to measure students' scientific reasoning abilities and a theoretical model that could be used to develop assessment tools. The framework and design of this research may be adapted to develop additional instruments to investigate the learning progression of students’ scientific reasoning in middle and high school classes in Ethiopian and other low-income countries.Item Situational Analysis of Students’ Imagination and Creativity through Mathematical Discourse at Babur School in Dire Dawa(Addis Ababa University, 2007-06) Yenealem Ayalew; Solomon AreayaMathematics education is a multi-disciplinary field of study which treats a wide range of diverse but interrelated areas. The Philosophy of Mathematics Education as a subfield covers: the status of Mathematics Education as knowledge field; the understanding of, and the meaning we attribute to, mathematics and its nature; purposes and meanings of teaching and learning mathematics; and the relationship between mathematics and society. I recognized that learning mathematics is about discourse, imagination and creativity. The objective of this study was exploring the status of imagination and creativity in a classroom mathematical discourse. Situational Analysis was employed as the method of inquiry to understand the dense complexities of the situation. Data were collected from Dire Dawa city, Eastern Ethiopia using audio-video recordings, field notes, focus group discussions, and documents. Comprehensive data were collected from a grade 12 mathematics classroom at Babur school in the city. The broadly conceived situation and Focused Groups of students within the classroom served as units of analyses. I followed the emic approach to study the socio-cultural and thus meaning makings were supplemented by applying the Ethiopian Orthodox Church interpretive methods. This study has shown that remembering, intuition, ambiguity, visualization, illustration, argumentation, persistence, usefulness, understanding, flexibility, evaluation, fluency, insightful, and originality are common indicators for imagination and creativity. On the other hand, dwellers‘ ―simple‖ and ―harmony‖ life styles were mathematical elements; they have impacted on students‘ fluency and persistence. The socio-cultural mathematics in Dire Dawa is described by mathematizing Christianity and making multiple meanings of one plus one. These were either missed opportunities for or impacting factors in engaging students in imagination and developing their creativity. Furthermore, the study revealed that some problems and activities in the text book that could have been opportunities for developing pattern, prediction and generalization were not delivered in the classroom. This study showed the bi-implication of creativity and imagination with grounded theoring. The research would contribute for popularizing Mathematics Education as a discipline in Ethiopia. Key Terms:- discourse, imagination, creativity, philosophizing, theorizing, situation, map