Curriculum and Instruction

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Relevance of Secondary Education in Ethiopia: Space Accorded ‘Preparation for Work’ in the Curriculum and Instruction
(Addis Ababa University, 2023-04) Lemessa Abdi; Ambissa Kenea(PhD)
The purpose of secondary education is not only to prepare students for the next level of education but also for the world of work. This can be realized when the curriculum and pedagogical practices of the schools are relevant to the skills demand of the world of work. The major purpose of this study is to investigate relevance of secondary education from this perspective. It specifically examined the space accorded ‘preparation for work’ in secondary school curriculum and instruction. Concurrent mixed research design with descriptive case study and content analysis research methods were employed. Data were collected from secondary schools teachers, school principals and students; secondary school graduate employees; documents (specifically textbooks and policy documents); and public sectors and non-public organizations that employ secondary school graduates. Questionnaire, interview, observation and document analysis were used to collect the data. Results of the study revealed that the structure of the secondary education curriculum does not allow preparation of students for different destinations based on their interests and capabilities. The tracks that take students to different destinations are not clearly sketched. Permeability across the different lines, and the basic profile expected from secondary school graduates to join the different destinations including the world of work are not defined in the policy and related documents. In the same manner, the work skills that are essential to be attained at secondary school level and the potential employers of secondary school graduates are not clearly defined and indicated in the policy documents. The results show that involvement of employers in curriculum making processes and representation of their say was not evident. Stakeholders who are expected to take part in the curriculum making processes and textbook preparation had no clear understanding about the purpose of secondary education and students’ future destinations. Moreover, it was identified that the coherence between the policy, curriculum and pedagogical practices of the schools regarding the value and the level of integration of the skills to prepare secondary school students for work was not strong. It was confirmed that the skills demand of public sectors and non-public organizations was almost similar. However, majority of the novice employees graduated from secondary schools faced difficulty to demonstrate the required skills. The results from curriculum content analysis uncovered that the skills employers require from employees are not adequately integrated in secondary school textbooks. Majority of the objectives, activities and exercises that are included in secondary school textbooks have no considerable association with the skills required to prepare students for work. Moreover, they are not equally represented in the three units of analysis: objectives, activities, and exercises and end-of-units questions; the skills are better reflected in (review) activities. Teachers’ pedagogical practices and the assessment tools employed in the school were not relevant to equip students with the skills demand of employers. Thus, it is concluded that the space accorded ‘preparation for work’ in secondary school curriculum and instruction was very weak. Based on the findings, it is suggested among other things, that the Ministry of Education (MoE) takes the necessary caution in preparation, implementation and revision of secondary school curriculum. It is very essential to devise opportunities for schools to enable them prepare students for the different destinations and to equip students with the skills employers require from secondary schools graduates. Curriculum experts and teachers, who have adequate understanding about curriculum development and pedagogy and the different destinations of students, are vital to prepare and deliver curriculum which is relevant to the needs of the world of work. Hence, the MoE and its structure need to take good care of that in the secondary education reform efforts. Keywords: Curriculum, instruction, relevance, secondary education, work skills, world of work
A Study of the Training of Would-Be Teachers in The Practical Aspects of Pedagogical Courses Currently: ;: Offered At Gondar and Awassa Teachers' College
(Addis Ababa University, 1998-05) Bekalu, Zelalem; Desta, Azeb (PhD)
This Shldy attempted to investigate the training of would-be teachers in the practical application of pedagogical courses currently offered in the newly up-graded colleges of Gondar and Awassa. So, to examine this performance, the instructors of pedagogical courses of the two colleges taken as the subjects of the study, were categorized interms of their level of qualifications and work experiences. To verify the basic questions, eleven instructors of pedagogical courses of the two colleges in total, were observed in their performances of classroom instructional skills. Moreover, the principals and education department heads of the two colleges were asked about the problem of training by conducting interviews. A t-test and Variance analyses were employed in the analysis of the study. The obtained results portrayed that instructors with higher qualifications and work experiences manifested better performances in implementing planing, presenting, managing, and evaluating of classroom instmctional skills than instructors with lower qualifications and work experiences in the practical application of training activities. Besides, the two colleges are found to have inadequate library facilities, training materials equipment and other essential attributes that have a bearing on the training of prospective teachers in the teacher education program. Finally, conclusions( instructors with second degrees, and with high level of work experiences were found to show better performances of implementing classroom instructional skills than those instructors with first degrees and low level of work experiences), and recommendations ( the necessity of assigning better qualified and experienced instructors together with the essential training materials), were made.
Factors that Affect the Enrollment of High School Females in Arsi Zone
(Addis Ababa University, 1999-05) Assefa, Woldu
The major ohjcc tive of til is stlld,' lVas to Ill:lkc :In investigation into the currcnt cl\I'olhllent of ICllIaic studcnts in Arsi !one Iligh Scil ouls, to identify the nwjor causes i.c. school relat cd fa ctors (distan ce, teachcrs allitlld cs. scxual ilarassllIcnt , lack of guidancc and counseling and schoul L1ciliti cs) and to pinpoint ;'tile major areas of intervcntion by the schuol pcrso nn el, /'onal education bu rc;nl, regional policy makcrs and clilicational planners. To achicvc this obj ccti ve. a dcscriptivc SUIVC\" mcthod lVas uscd. ])ata Ii'um ducumcnts were sccured from the annual abstra cts of tilc I\,IUE, OED, Arsi Zonc Educ;\tioJ1al Durcau and the iligh schools included in the stud ),. td oreovcr, qu es tionnaires, (strueturcd ami unstructurcd) were administc red to 379 !Cmalc stlld ents, 49 tcachers and 13 school persolulcl. Strueturcd and unstru ct ured int erviews were also prcscntcd to school pcrsonncl. Enrollmcnt, pronlOt ion, rcpetition and dro pout rates and pereentagc of fcmalc cl\I'ollmcnt wcrc eal eulatcd to examine the participa tioJ) of femalc studcnts in Arsi Zone High schools when cumparcd wi th males in Ihc region for lilc year In7 to 1991 E. C. Bcsides tilis, pcrccnt agcs of Chi-square and I-score wcre uscd tu analyze the data obtained Ii'olll 'I ucstionnai res. Thc study findings imlicat ed th;lt school-related factors such as location (distance to school), teachcrs attitudcs scx ual il,1rassm cnt , lack of gui dance and counseling, prcgnaney and inadequatc schuul fa cililies in higil sc houls IVcrc idcnlilied as a probicill i,"' luw ratc cllrolhllcllt or felltale students ill I\rsi lonl' high schools.
The Effect of some Teacher and School Characteristics on the Application of Teaching Materials and Use of School Pedagogical Centers
(Addis Ababa University, 1998-06) Fanta, Tilahun; Asgedom, Amare (PhD)
The purpose of this study was to investigate the effect of experience, qualification, attitude, school Location and material-financial supply on application of teaching materials and SPC use. To this end, data were collected thrOUgh ~qUestionnaire, classroom observation and interview . The randomly selected sample included 94 male and 64 female teachers , eight directors and eight SPC co-ordinators selected from four urban and four rural schools in and surrounding Nekemte. The data collected were analyzed using statistical methods such as ttest , chi -square t est , pearson ' s product moment correlation, mean and percentage . The results revealed that less experienced and less qualified teachers performed significantly higher than the more experienced and more qualified teachers in applying teaching materials and using SPCs. It was also found out that the difference between urban and rural schools in teaching material application and SPC use is not significant. Besides, it was indicated that attitude towards teaching and application of teaching materials as well as SPC use are significantly , positively and highly correlated. Furthermore, less experienced and less qualified teachers demonstrated more favourable attitude towards teaching than their more qualified and more experienced counter parts .
The Application of Constructivist Strategies in the Teaching of Upper-Primary School Sciences
(Addis Ababa University, 2001-06) Fereja, Temesgen; Engida, Temechegn (PhD)
The purpose of this study was to assess the application of elements of constructivist strategies in the teaching and learning process of the upper primary school sciences in the Addis Ababa Administrative Region government schools. The sources of data were grade seven science (Biology, Chemistry, and Physics) teachers and their classrooms. Three data collection instruments were used: classroom observation, questionnaire, and interview. Accordingly, 12 classrooms were observed, 48 teachers (including those observed) filled questionnaires and 4 teachers (from those observed) were interviewed. The results of the study revealed that the teachers lacked the necessary knowledge base to use elements of constructivist strategies in their classrooms. About 30% of the respondents rated 'strongly disagree' and' disagree' on very important issues related to the strategies with only 24.8% strong agreement. Therefore, it can be said that most of the teachers are guided by traditional philosophies and theories of learning. However, it is found out that these teachers have the necessary attitude to use the strategies. About 98% (with mean value 2.68) rated that the strategies/techniques as 'very much useful' and 'useful' for the teaching and learning processes in their classrooms The assessment regarding the extent of use of these strategies have also shown that the strategies are only rarely and sometimes used in most upper-primary science classrooms. Among the observed teachers, only 5.83% of them found applying them very well. The other 28.33% applied them moderately and 36.66% not applied them at all. . The analysis of the data collected through questionnaire has also revealed that about 50% of the respondent teachers are only rarely and sometimes applying, and about 10% do not apply them at all. However, about 30% of them applied frequently and always. The most serious factors affecting the use of elements of constructivist strategies are found to be: the lack of facilities such as the laboratories and laboratory resources; the classroom conditions, in general, and also the large number of students in a class; student's lack of interest and the textbook/the curriculum. Thus, urgent in-service training through workshops, and also small-scale training programs should be given to the upper-primary science teachers on modern theories of learning, parlicularly on the philosophical bases to teach science and also on how to incorporate elements of constructivist strategies into their classroom teaching. The stakeholders, the government and also the general public should seriously think upon providing the necessary facilities. Science teaching should also focus on student's developments of knowledge, skills in science and also attitudes and interest in science. The serious considerations the textbook designers give to modern theories and models of learning during the designing of the textbooks will also be very crucial.
The Evaluation of the Implementation of Grade Eight Mathematics Syllabus in Snnp Region: With Specific Reference to Sidama Zone
(Addis Ababa University, 2000-06) Areaya, Solomon; Zewdie, Marew (PhD)
The worth of a planned curriculum is ascertained through a thorough inquiry into its practicality and ultimate benefit. In view of this, the purpose of this study is to evaluate the implementati on of grade eight mathematics syllabus and to ident i fy the outcomes as well as the problems encountered in translating it into practice. To this effec~, four junior selected as sources of information Sidama zone in SNNPR . Within these secondary schools were from the nine weredas of schools all mathematics teachers of grade eight who are twenty in number , the school directors, and a total of 440 students were taken as actual sources of information. Questionnaires , classroom observation, and achievement test were the data collection instruments used to obtain information from the sources . The results of the study indicate that the majority of teachers exhibited unfavourable attitudes towards the specifications of the syllabus. There are a considerable proportion of teachers who are assigned to teach mathematics at grade eight without the necessary qualification. The specifications of the syllabus are not also implemented in full . Most of the instructional procedures observed in the classrooms are teacher - centered . The dominantly used teaching strategies in the class rooms are writing on the black-board and teacher- directed explanation. Most of the mathematics class time is used for writing and copying facts of mathematics rather than doing mathematics. Consequently , the impleme ntation process of the syllabus is not effective in enabling students to have mastery of the subject matter .Beauchamp (1968:132) ana ~'ullan \101011:b=>1 aescrlDeCl LlldL the success of curriculum implementation is weak; that is, many curriculums have been planned but much fewer have been systematically implemented . Many curriculums , even t he well planned ones, will not be effectively implemented unless equal attention like their planning is given by planners for their implementation . Effective implementation requires parallel policies and procedures, to those that are addressed routinely for development. Many excellent curriculums have had insignificant results because their designers limited their horizon to the development of curriculum without a serious consideration of implementation (Pratt, 1980; Girox , 1981; Sounders and Graham, 1983; Gene, 19 ~)-.-- In addition to this, as Gene and Carter (1995:174 - 17 5) noted it historically , the development of curriculum received the bulk of the resource, time , and attention. But f or implementation to be successful, there must be a balance in the a l location o f resource, time and attention . Deve l opment a nd implementation must be recognized and supported in terms of what they really require and cost. Implementation require s recognizing and adjusting persona l habits, ways of behaving, programme emphasis, and learning space. Ornstein and Hunkins (1998:293)elaborated this idea that successful implementation of curriculum results from careful planning, and planning in turn focuses on three factors : people, programmes, and organizations. Thus, implementation in its very essence seeks the coming together of people , material and programme into a cohesive organizational unit so as to carry out a curriculum ' s stated aims . This shows that the statement of good behavioural objectives, the selection and organization of contents and learning experiences alone will not bring about the desired behavioural changes in themselves unless it is implemented using appropriat e strategies. The implementation of a curriculum depends on many factors, such as people, programme, and organization . However
Learner- Center Instruction in Teacher Training Institutes of Amhara Region
(Addis Ababa University, 2000-05) Demelash, Sirak; Asgedom, Amare (PhD)
Teaching-learning process in Ethiopian educational institutions is intended to be more of learner-centered, for it would result in a better student learning. In light of this assumption, this study was designed to test whether the teaching-learning process in TTIs of Amhara Region was oriented more towards learner-centered instruction or teacher-centered instruction. The study was also directed towards identifying problems encountered by the TTIs in applying learner-centered instructional methods. To this effect necessary data was gathered uSing observation checklist having six major instructional dimensions, sublimented by questionnaire and photograph camera. Observational data was secured from 13 randomly selected English Language Classrooms out of a total of 26 sections of the TTIs. Questionnaire data, on the other hand, was collected from 13 respondents (seven English Language Teachers, two Language Department Heads, and four Principals and Vice-principals) who are selected based on availabl'lity sampling. The collected data was then analyzed using percentage methods of data analysis. The results of the study indicated that all dimensions of instruction, except class arrangement and resources, tended to associate more to teachercentered instructional approach than learner-centered instructional approach. It was also found out that poor institutional facilities, cynicism and sabotage of some personnel, teachers' lack of knowledge and skills on learner-centered teaching methods, and inadequacy of time were the major problems that hindered the teaching-learning approach from being more of learner-centered. At last, exchange of experiences between TTIs, arrangement of continuous short-term in-service teacher education, and principals' commitment in improving educational facilities and fostering healthy educational environment are forwarded, as recommendations, to mitigate the problems.
The use of Mother Tongue as, a Medium of Instruction: The Case of the Kembata Language
(Addis Ababa University, 2000-05) Gruacha, Muluneh; Dufera, Darrebssa (Ass. Prof.)
The use of mother tongue as a medium of instruction (MOl) is advocated by many scholars because of its pedagogical , psychological and Sociological value in the instruction process. However it did not get recognition by those who argue against using it based on its economic, political, linguistic and transition problems. These problems become so serious in the case of less developed regions and places with linguistic heterogenity. In Ethiopia the use of mother tongue as a MOl for formal education widely started with the adoption of the New Education and Training Policy of 1994. Thus, currently several nationality languages are being used as a MOl; one of them being Kembata Language in which case informal discussion revealed the existence of complain among the change affected people. This study aimed at examining the implementation condition of this language as a MOl. The studys' sample included 104 teachers, 120 students, 28 parents and 7 educational officials in K.A. T zone, SNNPR. Data were collected using questionnaire, interview, and observation checklist, and they were analysed using percentages, chi square test and the t-test. The analysis indicated the existence of weaknesses in teacher training, attempt made to remedy the weaknesses. Other findings were the unfavourable parental and teacher reaction regardless of children's claim that they can easily use their mother tongue for instruction, serious shortage of teaching materials, weak interaction among the change facilitators and change affected people, and little community support and participation. On the basis of these findings, awareness and skill development by training and orientation, improving interaction, provision, and economic use of teaching materials and wining the community support were recommended.
Gender Bias Analysis of Primary School Textbooks of Amhara Region
(Addis Ababa University, 1998-06) Tesema, Mulualem
The study was designed to examine the portrayal of female and male sexes in primary school textbooks of Amhara Region (Region three) and to identify if the contents and illustrations of the newly developed textbooks have gender biased (sex -stereotyped) messages. To conduct the research, content analysis was used The analysis was done on 42 textbooks for 13 subjects on topics, language, activites, biograpies and characters, occupations and examples. Of the 42 textbooks, 50 percent of each textbook chapters were selected for analysis by using random sampling technique. On the basis of categories frequency counts were made and the frequency counts were changed into , percentages. Chi-square (x) statistical test was computed to see if there is significant difference between male and female sex portrayal. The general result of the study revealed that out of the total 42 textbooks analysed 26 textbooks were found gender biased Among these only one was female biased and the other 25 were male biased The rest, 16 texts were found fairly gender balanced The problem was most serious in social studies texts of grade 7 and 5. The cumulative result indicated that women/girls were depicted only 23 percent while men/boys 77 percent. In the activiles and occupations male and female sexes were depicted stereotypically. No sex demeaning messages were transmitted and pictures of men/boys and women/girls were fairly balanced English subjecl texIs of all grade levels were found fairly balanced.
Some Factors Affecting Female Pupils' Participation and Academic Performance in Primary Education in Amhara Region
(Addis Ababa University, 2000-05) Belete, Mekasha; Abebe, Nardos (PhD)
This thesis dealt with in-school and home factors that influence participation and academic performance of primary school girls in Amhara Region. In undertaking the study the descriptive survey method was used. Two- zor:les from- tt:le-region were- first- identified- loJsing the pUFpesive sampling method. Then twelve sample primary schools were selected randomly from six districts. Questionnaire, structured interview forms and document inspection form were employed for data collection. The subjects of the study included a total of 240 pupils, 97 teachers and 43 parents. Gender Parity index, frequency distributions and percentages were applied in analyzing and reporting the results. The major findings revealed that: the attitude of parents regarding the importance of education for girls have positively changed; dropout rate of female pupils is relatively lower than boys but higher at grades 1 and 2; imbalanced home duties interfere very much in the education of girls; and the scholastic achievements of female pupils are lower compared to males. Recommendations forwarded include: girls from impoverished families need support; parents should be sensitized so that household routines would be shared fairly and equally in the family; and compensatory assistance should be provided to female pupils in order to improve their academic performance.
Determinants of Teachers' Media Utilization Pattern
(Addis Ababa University, 2001-06) Abdo, Mehdi; Nekatibeb, Teshome
Thi s study investigates the determinants of teache rs' level of media utilisation pattern on the basis of selected demographic, job related personal variables and work environment factors. Pat-ticipants are 139 primary school teachers who are randomly se lected from rural and urban schools Wenage Wereda, Gedeo Zone. A questionnaire, and five scales developed to measure job related personal variable [i. e. level of media use (LMU) scale, Teachers' sense of efficacy of media use (EMU) and efficacy of media choice (EMC) measures, consequence of media use (CMU), and Openness to procure and use media (OPUM)), and measures of work enviromnent variables [i.e. availabi lity of media resource (AMR), manageability of classroom tasks (MCT), and administrative SUppOlt (AS)] were employed to collect data. The results suggest that demographic variables were not found to predict level of media use (LMU). On the other hand, among job related personal and environmental variables, teacher's sense of efficacy of media choice (EMC), consequence of media use (CMU), and avail abi lity of media resources (AMR) emerged as major determi nants of teacher's media uti lisation pattern. Finally, the practical implications of the results of the present study are indicated.
A Study On Ability Grouping and Its Effects on Selected Instructional Aspects In Selected Senior Secondary Schools of Addis Ababa
(Addis Ababa University, 1993-06) Setegn, Lemma; Gehdai, Abebe (PhD)
The purpose of this study has been to find out the effects of ability grouping on the instructional processes , that is, on the uti lization of resources, application of the different methods and techniques of teaching , the academic achievement; the socials and emo tional development of the students; and final l y, its effects on the working cond i t i ons and work relationship of the teaching staff in selected senior secondary schools of Addis Ababa. To this end, samples of students and members of the academic staff have been selected random l y and were made to fill in the questionnaires prepared for each of them. In addition to this, a randomly selected the Ethiopi ~Sc h oo ls Leav ing Cert if icate Examination ( ESLCE ) results of a matching he terogeneously taught students and a homogeneously treated g r oups; a randomly selected c l assroom observations and interviews with the regional education office authorities have been used as the sources of data. The analysis o f the data col l ected fr om the d ifferent sources s h owed that there are no significant differences in the utilization of the resources o f the schoo l s , in the application of the different methods and techniques of teaching. Similarly, the comparison of the academic achiev ements of t he heterogeneously taug.t students of thepre -g r ouping ability prac tice and those o f the homogeneously grouped and taught students haven 't shown significant differences which are in favour o f the special grouping. Thus. showing that the expected purpose s o f the grouping practice in the region have not been attained. Although the re are no significant differences in the Academic ach ievements. the grouping practice has showed some positive and negative effects on the social and e motional development of both special and non-special group student. However . the negative effects seem to be more and stron/j[er on the non-special group students. Though there are the des ire to exce 1. high inte llectua l curiosity, self-reliance. sociability and truthfulness among the independence. spec ial c lass students. t here are some negat i ve c haracte ristics that are man ifested by them. These inc l ude. the artif i cially inflated self-esteem or superio rity corrlPelex. boasting. and some others which have not been o bserved in the heterogeneo u s l y grouped students by the staff and the students the mselves . The negative effects o f the prac tices seem to be higher and stronger on the non-special class students than on the special c l ass stude nts. It has stigmatized t hem . It made them feel inferior to their pee rs . lose interest in the school. develop low self-image. lac k self-contro l . etc.Finally, the findings showed that the ability grouping practice has not showed any significant effect on the teachers' working conditions and work relationships. This is so, because there have been no clearly stated guidelines as to how the practice has to be accomplished and the demands and competenc i es required from the teaching staff whic h consquenty would have affected then!. They teach almost as wha t they had been doing in a heterogeneously grouped classes . The teaching met hods and techniques they use in the special and non- special classes are more or less the same . Therefore, the effects o f the practice on the teaching staff are lirr!ited. Eventhough the contribut i on o f the ability grouping in the schools a re very limited, its negative effects on the students are higher than its pos itive effects. To maximize the contribution of t he p r actice i n the instructiona l p r ocess and minimize t.he negat i ve effec ts, it needs a c l early set guidelines on the different activities. The teachers need training. The separation o f the school who lly f o r the special students seems logical. In addition t o this, the number of sections and the large size of the students in each sec tions are Borne o f the great obstacles to mate rialize the plan. So it needs great attention to get good results from the practice .
Gender Bias Analysis of Primary School Textbooks of Amhara Region
(Addis Ababa University, 1998-06) Tesema, Mulualem
The study was designed to examine the portrayal of female and male sexes in primary school textbooks of Amhara Region (Region three) and to identify if the contents and illustrations of the newly developed textbooks have gender biased (sex -stereotyped) messages. To conduct the research, content analysis was used The analysis was done on 42 textbooks for 13 subjects on topics, language, activites, biograpies and characters, occupations and examples. Of the 42 textbooks, 50 percent of each textbook chapters were selected for analysis by using random sampling technique. On the basis of categories frequency counts were made and the frequency counts were changed into , percentages. Chi-square (x) statistical test was computed to see if there is significant difference between male and female sex portrayal. The general result of the study revealed that out of the total 42 textbooks analysed 26 textbooks were found gender biased Among these only one was female biased and the other 25 were male biased The rest, 16 texts were found fairly gender balanced The problem was most serious in social studies texts of grade 7 and 5. The cumulative result indicated that women/girls were depicted only 23 percent while men/boys 77 percent. In the activiles and occupations male and female sexes were depicted stereotypically. No sex demeaning messages were transmitted and pictures of men/boys and women/girls were fairly balanced English subjecl texIs of all grade levels were found fairly balanced.
A Study on the Impact of Assigning Students to Special Classes on Achievement and Attitude in Selectedsenior Secondary Schools the Case of Bahir Dar Special Zone and East Gojjam
(Addis Ababa University, 1998-05) Alemayehu, Lakew; Teferra, Tirussew (PhD)
This study attempted to investigate the impact of assigning students to special and non-special classes on achievement and attitude in selected senior secondary schools, the case of Bahir Dar special Zone and East Goijam. So, to examine this impact, three sets of target population were taken in the study. The first were students of tenth grade who were assigned into special classes and their counter part non-special classes in Tana Haik and Motta Senior secondary Schools. The second and third sets were teachers and school directors, unit leaders and guidance officers. To veritY the basic questions, 200 students in total (100 from special and another 100 from non-special ) were given English and Mathematics academic achievement tests. A questionnaire was administered to 45 teachers of the selected schools. Moreover, interview was conducted to school directors, units leaders and guidance officers of the two schools. To understand the nature of classroom interaction and students' participation, observation was also employed. The infonnation obtained through academic achievement tests, questionnaire, observation, and interview were analysed using the procedure of descriptive and inferential statistics. So, the mean scores of the test for students in both groups were compared. In addition, the existence of statistically significant difference between the two compared groups in their mean score were computed using t-test.(A significant difference in their English and mathematics results for most of the cease at 0.05 level). Lastly, the data gathered through questionnaire, observation and interview were treated using frequencies of responses and percentages. Thus, results portrayed that no fundamental assistance with regard to learning materials, curriculum modification, etc. were given and made in both schools Besides, inferiority complex, frustration, loss of interest in the schoo~ lack of self-confidence oflow ability gTOUp were the profound negative effects revealed in nonthe grouping practice. Inflated self-esteem, bOa!>i fulness, lack of control and selfcentred etc. behaviour were observed as a negative characteristics of special class students
An Evaluation of Teacher's Classroom Performances in Implementing the New Social Studies Syllabus In The Second Cycle of Primary Education: The Case of South Gondar
(Addis Ababa University, 1998-05) Kebede, Kindalem; Zewdie, Marew (PhD)
The purpose of this study was to make an evaluation of teachers' classroom performances in implementing the new social studies syllabus of grades 5 and 6 in South Gondar. Attempts were also made to identify some factors that influence teachers classroom performances. Data regarding teachers' classroom performances were obtained from the 16 sample schools that were selected using multi-stage cluster sampling techn ique. Within these schools all social studies teachers of grades 5 and 6 (32 in number), 16 school directors, and 16 school pedagogical center coordinators were taken as sources of information. Questionnaires, observation rating scales and interview schedules were the instruments of data collection. The data gathered through these instruments were analyzed using percentage, mean score, chi-square, correlations and simple regression. The findings indicated that a large proportion that is 47.66% and 17.19% of the social studies teachers were found to be "low" and "very low" re spectively in view of the general teaching characteristics. On the other hand, a relatively high level of teachers' classroom performance was found out in the skills of classroom management, in which 37.5% of the teachers were rated as "h igh" and 13.28% of them as "very high". The re sults of the study also show the wide gap between the actual teaching of social studies and the techniques of teaching suggested by the syllabus. Although the dominantly suggested teaching techniques of social studies syllabus are inquiry, group discussion and written reports , their implementation is very minimal in that the observed teachers appear to use the lecture method only. A moderately positive relation (r=0.46) was found out between teachers attitude toward the syllabus and their classroom performance. The regress ion resu lt made clear that the attitude of teache rs toward the prescriptions of social studies syllabus accounted 21.4% of the variation in their classroom performance. Significant difference was also obtained between more experienced and less experienced teachers in classroom performance. The findings further indicated that some factors such as overcrowded classrooms, absence of teachers' participation in workshops and seminars, delay in the delivery of textbooks and other teach ing-materials, inadequacy of periods alloted, inadequacy of teaching aids and curricu lum materials appear to have contribution to the ineffectiveness of teachers in the implementation process of social studies syllabus. Based on these findings and the conclusions drawn, related recommendations regarding the improvement of teacher training and the provision of the neces sary instructional materials were forwarded .
The Relevance of the Teacher Training Institute's Mathematics to the Teaching of the Same Subject in the Fist Cycle Primary Schools in Snnpr
(Addis Ababa University, 2001-06) Bassa, Kiflemariam; Zewdie, Marew (PhD)
This study has attempted to investigate the relevance of TTl mathematics to the teaching of primary school mathematics. To accomplish this objective two TTls and eighteen primary schools form the Southern Nations, Nationalities and Peoples Region Government were taken as a sample. Two types of questionnaires mainly made up of close ended items with Likelt method of rating scales with an average rate of relevance point ( 3.0) were adapted and developed in order to collect information required to answer the basic research questions raised in this study. The questionnaires were distributed to eight TTl mathematics teachers and fifty primary school mathematics teachers. The results of the study generally suggest the existence of: 1) Correspondence of the objectives of TTl mathematics wilh pnmary school mathematics. 2) Discrepancies among the contents of TTl mathematics and pnmary school mathematics. 3) Lack of harmony in both TTl and primary school mathematics syllabuses in teaching methodology 4) Primary school mathematics teachers lack the capacity to teach the subject Confidently because of the mismatch of language of instruction. Accordingly, this study recommends to take corrective measures to focus on only very essential contents to teach mathematics in primary schools and TTls and to give more emphasis to the teaching methods than contents for the teachings of the subj ect in grades 1 to 4.
A Study on the Extent to Which Teacher Training Institute Instructors in the Amhara Region Effectively Employ the Didactic Elements of a Lesson
(Addis Ababa University, 1998-06) Eshetu, Hussen; Desta, Azeb (PhD)
The purpose of this study was to investigate the extent to which TTl instructors in the Amhara region effectively employ the didactic elements of a lesson. Accordingly, attempts were made to identify the techniques of each didactic element instructors often employ. An attempt was also made to see whether or not instructors' employment of the didactic elements were related to their teachig experience and qualification. Data regarding instructors' employment of the didactic elements were obtained from all instructors of Dessie TIT The data gathering instrument ued was systematic observation. The data secured through consecutive observations were analysed using percentage, spearman's rank difference and point bi-serial correlation coefficients. The findings of the study showed that instructional sets, i.e. set induction and closure were least used by instructors. The findings also indicated that instructors were poor in their indirect influences and that their classrooms were instructor dominated. It was thus concluded that instrutors under study were not giving due emphasis to the importance of including all of the didactic elements in their lessons. Further more, it was found out that teaching experience had significant direct relationsllip with instructors' teaching behaviors under treatment.
An Investigation of Teachers' Training Institute Instructors Effectiveness in Defining and Implementing the General Objectives of Pedagogic Syllabus (With Particular Reference to TTIS in Region Three)
(Addis Ababa University, 1996-06) Demissie, Getnet; Bekele, Abebe (PhD)
The purpose of this study was to examine the TTl instructors effectiveness in implementing the general objectives of the pedagogics syllabus. Among the many characteristics of teacher effectiveness which are necessary for implementing the objectives of a syllabus, due emphasis was given here for instructors' preparation of lesson plans, formulation of objectives, making the trainees aware of each lesson objective, and correspondence of the instructional activities of the instructors and trainees to the intended lesson objectives. To this end, all the pedagogics instructors (11 in number), the directors, the deputy directors, and a total of 550 trainees (50 trainees for each instructor) in the three TTls of Region Three - Debre Birhan, Dessie, and Gondar- were the sources of information. The data collection instruments used in the study were questionnaire, interview, classroom observation, and documentary analysis. And, the data collected were analysed using percentages, averages, One-Way Analysis of Variance (ANOV A), Tukey Honestly Significant Difference (HSD) method, and Pearson Product-Moment Correlation. The results of the study revealed that all the instructors did not prepare consecutive lesson plans but use the lesson plans prepared by their colleagues in every instruction. It was ascertained that the majority of the instructors prepared five lesson plans once for a week in every month. Most of the objectives of the prepared lesson plans were specific, and consisted of both behaviour and content. However, an insignificant num ber of objectives of the lessons included behaviour, content, testing condition, and standard of performance simultaneously. In addition, the prepared lesson plans were observed as highly dominated by lower level cognitive objectives- knowledge and comprehension. In the actual classroom instruction, instructors were also observed in making effort for the attairullent of lower level cognitive objectives mor,e often than affective and higher level cognitive objectives- though the latter groups of objectives were given a considerable degree of emphasis by the instructors when they teach than they plan. All the lesson objectives have been found to be encompassed in the unit and general objectives of the syllabus, but a considerable number of unit objectives of the syllabus were not described by the lesson objectives. Instructors did not also make their trainees aware of the intended lesson objectives. Although most of the instructional activities ofthe instructors and the trainees were aimed at the attairunent of the lesson objectives, there were some (instructors' and trainees') instructional activities which do not correspond with the written lesson objectives. Hence, instructors effectiveness in implementing the general objectives of the pedagogics syllabus was not as much as it should be. Based on these findings, appropriate recommendations were also forwarded.
Implementation of Decentralization of Primary School Curriculum Development in Ethiopia: The Cases of Addis Ababa, Gambella and Oromia Regions
(AAU, 2020-06) Damtew, Belete; Kenea, Ambissa (Dr
The main purpose of this study was to understand decentralization of primary school curriculum development in Ethiopia since 1993. It is therefore the basic concern of this study to uncover how Regions have developed their own primary school curricula as mandated by the policy (and the various proclamations).The study was undertaken in three regions selected based on maximum variations sampling. Qualitative multiple case study design was employed to undertake the study. Most of previous and current curriculum heads and experienced curriculum experts both at the centre and regions, textbook development coordinator at the centre, textbook writers, sub-city/woreda curriculum experts and primary school principals at each region were selected purposefully and some were selected by snow ball sampling to participate in the study. Furthermore, different educational documents and observation of physical settings of the regional curriculum department offices were used as sources of data for the study. To gather data semi-structured interview, document analysis and observation were used. The data collected through semi-structured interview were transcribed and analysed thematically based on the research questions. The findings of the study disclose that there was no conducive institutional arrangements and trained human power in the regions to carry out PSCD though there were necessary plans, materials resources and facilities in all the three sample regions‟ REBs. For instance, heads of the bureaus and curriculum department in all the studied areas were assigned based on their political affiliation. The recruitment criteria for regional curriculum experts are not based on job description of the experts and even these criteria were not followed in some of the regions (Gambella and Oromia). It is also revealed that there is no short and long term strategic planning to develop the regional curriculum experts‟ capacities with regard to curriculum development in all the sample regions. The study also confirmed that curriculum development processes such as need assessment, initiation of curriculum revision/change and syllabus design were mainly decided by MoE. The main roles and responsibilities of REBs were developing and publishing textbooks until 2009. Furthermore, the participation of local stakeholders in PSCD decision making is minimal and no mechanisms set forward by REBs‟ to communicate with local stakeholders while developing PSC. Based on the findings of the study, it can be concluded that though there was legislation to decentralize PSC to regions at rhetoric level, in practice decentralization of PSC was not implemented as expected. Hence, it is suggested that the structure of curriculum department both at MoE and REBs should be restructured to facilitate the implementation of PSCD decentralization policy. To this end, a semi autonomous institute of Curriculum Development and Research with a mandate to develop and research PSC has to be established at regional level with meritorious based recruitment of heads. The institution should be organized in such a way that it has capacity to develop, coordinate and monitor the PSCD process tasks through undertaking research. It should also have clearly set mechanisms to communicate with local stakeholders in developing PSC.
The Effect of Teaching Experience on Attitude to and on Utilization of Educational Radio: The Case of Tigrai Region
(Addis Ababa University, 1998-05) Debeb, Gebre-Egziabher; Asgedom, Amare (Prof.)
The major objective of the study was to identifY the effect of teaching experience on attitude and utilization of educational radio lessons. For the study, a-28 item Likert type attitude questionnaire was administered to 82 teachers selected from 15 schools (6 urban and 9 rural). Besides, each teacher who filled the attitude questionnaire was observed and rated on how he/she utilizes radio lessons. for the purpose of comparison, teachers were classified into five experience levels (1 -5, 6-10, 11-15, 16-20 and 21-25). The collected data were analysed using statistical tools such as mean, one way analysis of variance (ANOV A) Tukey post hoc comparison, t-test and pearson product moment correlation. The results of the study revealed statistically significant differences in attitude and utilization of radio lesson between more experienced and less experienced teachers. This demonstrates that service years and attitude towards radio lesson have been observed to have a negative relationship. As experience of teachers increased, favourab leness to and utilization of radio lessons decreased. The study also revealed that teaching experience as mediated by sex of the teacher and school location (rural or urban school) has little impact on the attitude and utilization of radio lesson. It is, therefore, recommended that the existing system of teacher education should incorporate a system of followup, and reinforcement.

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