Curriculum and Instruction
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Item Teacher Education Pedagogy: The conceptions and Practices of Teacher Educators in the Southern Regions of Ethiopia(Addis Ababa University, 2024) Abayneh Ergogo; Dawit Mekonnen (PhD)In order to establish a standard for successful pedagogy in teacher education, this study explores the relationship between teacher educators' conceptions of pedagogy and their likely practices. The study investigates the rationale for the pedagogical practices of the teacher-educators, with a particular emphasis on Copenhagen's classification of realistic pedagogical conceptions as application of theory and realistic as well as the practice as constructionist and transmission approaches. Constructionist and realistic approaches promote active practice and reflection, whereas the application of theory and transmission approaches focus on pedagogues that concentrate on imparting mere theoretical knowledge through transmission, expecting student teachers to apply it during their teaching. The study employed a convergent, parallel mixed-methods design and a pragmatic paradigm. The study employed questionnaires to collect data from 243 teacher educators. Moreover, 5 teacher educators and 13 student teachers were interviewed, and 6 classroom observations were carried out on 4 teacher educators.The quantitative data was analyzed using percentages, Wilcox on signed rank, and Spear man's rho correlation tests, while the qualitative data was analyzed using thematic and narrative analysis approaches.The findings indicated that teacher educators in the southern regions use a transmission or content-oriented approach in their pedagogy as a result of their application of theory conceptions to their pedagogy. It was also discovered that contextual factors had a major impact on the teacher educators' pedagogy. Based on these, teacher educators should have the conception of realistic approaches to deliver inspiring pedagogy, which is characterized by continually evolving, reflexive, and experiential teaching, as part of adequate professional competence and value. It is also critical to design professional development activities that assist teacher educators in reevaluating their perspectives and methods of teaching on learning to teach. Furthermore, policy directives that attempt to alter teaching conceptions and practices should take individual and institutional levels of teacher preparation into account.Item Ethno Cultural Minority Students Experiences of Schooling: Manifestations, purposes and Roles of Hidden Curriculum in Ethno Culturally Diverse Primary Schools of Amhara Region, Ethiopia(Addis Ababa University, 2024-04) Tesfaye Ebabuye; Amare Asgedom(Prof.)The focus of this research was to explore and understand the role of hidden curriculum in shaping the lived experiences of ethnocultutral minority students. Close observation and in-depth interviews were conducted with 32 students and 8 teachers purposefully selected from four ethno culturally diverse primary schools. A phenomenological thematic case by case and cross-case analysis was used to exploreand understand the manifestations and functions of the hidden curriculum in shaping the lived experience of minority students. The resulting codes and categories under each case were organized around themes related to the research questions.The emerging themes were examined using theories of critical pedagogy, cultural reproduction, culturally responsive schooling, hidden curriculum and multiculturalism. The study's findings revealed that the hidden curriculum is manifested through beliefs implicitly embedded in curriculum adaptation, classroom instruction and assessment techniques, disciplining practices, leadership positions, labeling language, and the celebration of marked national holidays. These beliefs subtly embedded in the process and structure of schooling, negatively shaped the lived experiences of ethnocultural minority students. As a result, students from ethnocultural minorities exhibited resistance toward schooling and the educational system as a whole. Furthermore, by perpetuating and fostering the implicit perceptions and beliefs ingrained in the design and operation of the educational system that hinder equitable quality education for all, primary school teachers and students from ethnocultural majority groups played detrimental roles. The result showed that the hidden curriculum is counterproductive to the goals of critical thinking, problem solving, and unity in diversity thereby discouraging equality, equity, and social justice. Ethno culturally diverse primary schools are lacking in the practical implementation of multi-cultural and culturally responsive education. Despite its profound impact on the socialization, lived experience, and identity of ethnocultural minority students, policymakers paid no attention to the effects of hidden curriculum on the ethnocultural minority students. The goal of achieving unity through diversity, which was not accompanied by an understanding and accommodation of our differences, resulted in a seemingly equal educational system that effectively marginalized and oppressedethnocultural minority students. The nature of the hidden curriculum, how to manage it, and how it functions to promote the interests of ethnocultural majority students should be understood by teachers in multicultural and intercultural school environments. Therefore the research recommends policymakers should eradicate such a discriminatory, inhuman social treatment and prejudiced policy and practice environment that excludes the experience, aspiration and dreams of minority students. And hence the real and concrete malpractices that the research has uncovered must be stopped with urgency. Regional and national level Policy frameworks that are inclusive, culturally responsive and critical have to be designed by regional education bureau and ministry of education respectively and practically implemented in order for the life goals of minority students to be realized.Item The Relevance of Early Childhood Care and Education Curriculum and its Practice in Selected Regional States of Ethiopia(Addis Ababa University, 2024-04) Walelign Admasu; Dawit Mekonnen (PhD)The purpose of this study was to investigate the relevance of ECCE curriculum and its practice in Ethiopia focusing on three regions (Addiss Ababa, Hawassa and Debrebirhan). The study attempted to air out the incorporation of guiding principles and basic elements in the ECCE curriculum, the suitability of preschool learning environment for the practice, the correspondence of teacher education curriculum to ECCE curriculum, the appropriateness preschool teachers’ practice for children andother factors affecting the practice. To attain the main objective of the study, the mixed approach of descriptive survey and explanatory sequential designs were used. Data were gathered from 362 preschool teachers and 221 graduating class preschool teacher-trainees, fifteen sample preschool classes, and documents. Questionnaires, checklists for document analysis and observation, interview and discussion were the instruments used for data collection. The collected data were analyzed using various statistics like frequency, percentage, average, and χ2 test. The ECCE syllabus communicates the philosophical, psychological and sociological bases for ECCE curriculum but not at explicit and required level.The historical base and technological changes were not totally communicated in the syllabus. The syllabus was also indicated the objectives, thematic areas, four developmental directions, teaching methods, assessment approaches, and resources for teaching the themes for preschoolers.But,the emotional, moral and spiritual aspects of development, the ethics and values of the society were not indicated in the syllabus. The instructional methods in the syllabus were far from appropriateness for preschoolers and insufficient to use them for the teachers. The assessment means did not consider the different learning styles of children. tests were used frequently as assessing means intead of taking notes and observing children in action.Thus, the curriculum, instructional strategies, assessment means, and resources in the syllabus seemed to be found in need of amendment. The learning environment in the sample preschools of Ethiopia did not seem conducive to the proper implementation of the ECCE curriculum. Insufficient spaces for indoor activities, absence of learning centers and unfit types of equipment for children were common phenomena in many sample preschools. Teaching and play materials as posted pictures in many preschools were at sub-standard level and did not attractattention of children.The outdoor environments for children did not seem conducive for different physical and motor activities. Thus, the learning environment (in-door and out-door) has limitations for facilitating chidren learning and development. The Teacher Education Program (TEP) courses do not create balance among the three knowledge areas (content, pedagogical, and child development and learning). The child development and learning knowledge area is represented only by two out of fourty-two courses so that it is highly marginalized. The subject-related pedagogical knowledge area did not involve courses that acquaint trainees with specific teaching methods for natural and social sciences as well as ethics and aesthetic/art subjects. The courses for general teaching /active learning methods have been totally forgotten. Action research courses were with limited contribution for practice. The contribution of TEP in acquainting trainees with the contents of the ECCE curriculum was not favored at the required high level. The correspondence of TEP curriculum to the ECCE syllabus is found either at a low or medium level. So, the relevance of TEP courses for implementing the ECCE curriculum has limitations. So, the training has limited benefit. The preschool-teachers were not properly practicing the five key functions though they rated their accomplishment positively. The methods used by teachers in teaching the three age levels children were similar so that they did not seem appropriate for all children. Similarly, the assessments employed were unfit for preschoolers. So, the preschool curriculum practice was inappropriate for children of the three age levels. The conditions like support from others, provision of services, nature of the program, and resources were facilitating the ECCE curriculum practices at medium level. But, the funding mechanisms, pushing down the curriculum, group size and adult-child ratio, space for program and the provision of health services were hindering ECCE curriculum practice. The development process of curriculum materials; the nature of objectives and contents, and administration were also creating challenges in practicing ECCE curriculm. Working on the contents of the material, the classroom conditions, teacher education program, and in the creation of know-how, attitude, and sense of responsibility on concerned bodies were considered as means of alleviating the problems. Thus, the ECE and teacher education program curriculua are in need of revision. Following developmentally appropriate practice in coaching children seems vital. The factors affecting preschool education practice need to get attention from concerned bodies. The teacher practice and learning for preschool education needs further studies for the future betterment of the program.Item Promoting Students’ Awareness for Better Images of the Future: Examination of the Space Accorded in Secondary School Curriculum in Ethiopia(Addis Ababa University, 2024-06) Zerihun Takele; Dawit Mekonnen (PhD)Images of the future have a strong influence on the behaviors and decision-making of individuals and groups and are a basis for their actions in the present. However, there is limited empirical research that shows how young students imagine the future and how school curricula help students construct future images in the Ethiopian context. This study examined secondary school students’ future-orientation and future images in relation to personal, national, and global issues. The study also examined the extent school textbooks contribute to shaping students' images of the future. The study was conducted in five secondary schools in Oromia, Ethiopia. The study employed a mixed research method. Data were collected from 443 secondary school (grades 11 and 12) students through questionnaires and content analysis of textbooks. The quantitative data were analyzed using percentages, means, t-tests, and ANOVAs. The qualitative data were analyzed using word narration supported by pictures and figures extracted from the textbooks. The findings of the study show that students’ future orientations were not well developed. The students had more optimistic future expectations for their own future lives, whereas they had pessimistic images regarding national (Ethiopia) and global issues and problems. This shows that students’ spatial awareness is not sufficiently developed to understand the interrelatedness and interdependence of national and global problems with their own current and future personal lives. Furthermore, the findings suggest that students’ personal optimistic future expectations decreased at the critical adolescence age. In addition, the study found that the images of a good (desirable) and a bad (undesirable) person/citizen represented in the textbooks placed more emphasis on promoting students’ images of the interdependent self (social self) awareness than of the independent self (autonomous self). The study also revealed that there is some incongruence between images of Ethiopia presented in the textbooks and images of Ethiopia held by the students. The textbooks mainly narrated Ethiopia as a country that turned from a dark past, present utopia changes to a bright future, whereas most of the students had a pessimistic orientation towards the future of Ethiopia. The study indicates that images of Africa represented in the textbooks could have the potential to cultivate pessimistic dystopian images, disempowerment, and afropessimistic attitudes among students. In relation to global issues and problems, the textbooks represented mainly techno-utopian images of the world. The textbooks have limitations in showing students the negative consequences of technological progress on human health, environmental degradation, and global warming. The study also indicated that textbooks’ learning activities have the potential to serve to deepen images of interdependent self (social self) awareness rather than independent self-consciousness that have the potential to produce conformist individuals who are simply socialized to the existing status quo rather than create critical thinkers and future change agents. Based on the findings, it is recommended that the textbooks should be improved based on the principles of futureoriented education in order to promote students’ desirable images of the future, and empower and prepare them as future change agents to build a better future. Keywords: Images of the future; Future orientation; Afropessimism; Techno-utopian; Dystopian; Utopia; Personal issues; National issues; Global issuesItem School Accountability for Learning Outcomes: A Case Study of Secondary Schools in Ethiopia(Addis Ababa University, 2024-06) Begna Ordofa; Amare Asgedom (Prof.)The purpose of this qualitative multiple case study is to develop an understanding of school accountability for learning outcomes in Ethiopian secondary schools. Data were collected from 63 key school stakeholders, including teachers, directors, education experts, parents, and students through interviews and focus group discussions. In addition, document analysis and observations were used as data gathering strategies. Four schools, two high-performing, and another two low-performing, were chosen for this purpose. Pratchett‘s theoretical framework was used to guide the research. The findings of the study revealed that the four design elements of accountability (delegation, finance, information, and motivation) were coherent with learning outcomes in the high-performing secondary schools. In contrast, academic activity is overlooked while loose cooperation among school actors to improve learning, and numerous extracurricular activities were witnessed in the low-performing secondary schools. Tight finance is common in all schools but absence of attention to supporting learning is the feature of the low performing schools. High-performing schools focused on process and learning outcome data. Nothing will happen to agents in low-performing schools for the low academic achievement, whereas they can be held accountable in the high performing school. Parents in the low performing schools are unaware of the importance of holding the school accountable for their children's performance than in high-performing schools. Hence, the low-performing schools focus on schooling, while the high-performing schools are coherent for learning outcomes. Implications of the study include ensuring appropriate school systems that are coherent with learning outcomes and supporting front-line providers. In addition, further research on this topic is suggested in the Ethiopian education system as a whole. Key terms: accountability relationship; learning outcomes; delegation; finance; information; motivation; coherenceItem Facilitation of Student Teachers’ Reflective Practice during Microteaching and Practicum in Hawassa College of Teacher Education(Addis Ababa University, 2024-06) Demekash Asregid; Dawit Mekonnen (Ass. Prof.)This research explores the promotion of reflective practice among student teachers at Hawassa College of Teacher Education. It investigates the effectiveness of feedback and the dynamics of interactions between teacher educators, mentors, tutors, and student teachers in fostering reflective practice during both micro teaching and school practicum phases. Utilizing a case study design, the research employed unstructured observations, focus group discussions (FGD), semi-structured interviews, and document analysis to collect data from a diverse group of participants, including teacher educators, student teachers, mentors, and tutors. In total, three teacher educators and six student teachers were interviewed, 18 student teachers participated in FGDs across three groups during micro teaching, and another set of six student teachers, three tutors, and six mentors were interviewed, with six student teachers also participating in FGDs during the practicum phase. Thematic analysis was applied to the data collected. The findings revealed that during micro teaching, teacher educators struggled to effectively facilitate per-service teachers' reflective practices using various feedback methods. The absence of feed-forward, coupled with the use of phonological feedback and inappropriate evaluation criteria, hindered the per-service teachers' engagement in reflection. This limitation affected their ability to engage in three types of reflection: reflection on action, reflection for action, and reflection in action. The study also identified obstacles such as limited time for micro teaching, organization of micro teaching activities in course modules, and inconsistent evaluation standards. Similarly, during the practicum, supervisors and tutors predominantly provided one-directional feedback, positioning themselves as experts and reducing student teachers to passive feedback recipients. This approach limited student teachers' opportunities for per- and post-exercise reflection and focused on identifying deficiencies rather than fostering higher-level reflective practices. The study identified obstacles such as mentor and supervisor training, collaboration between practicum supervisors and mentors, shortage of time, and space for reflection during practicum. The research concludes with recommendations to view micro teaching as an integral component of on-campus teaching practicums, to allocate sufficient time for these activities, and to provide training for teacher educators on effective feedback methods. Additionally, it emphasizes the importance of mentor training, the need for collaboration between teacher education colleges and practicum schools, and the arrangement of adequate time and space for student teachers to practice and receive feedback. A model for facilitating reflective practice in teacher education is proposed, highlighting the necessity of careful planning in both on-campus and practicum activities to develop student teachers' reflective practices effectively. The study's insights underscore the significance of facilitating reflective practice during microteaching and practicums for student teachers. Keywords: Reflective Practice, Microteaching, Practicum, Mentoring, FeedbackItem 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 workItem 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.Item Factors that Affect the Enrollment of High School Females in Arsi Zone(Addis Ababa University, 1999-05) Assefa, WolduThe 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.Item 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 .Item 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.Item 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 . HoweverItem 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.Item 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.Item Gender Bias Analysis of Primary School Textbooks of Amhara Region(Addis Ababa University, 1998-06) Tesema, MulualemThe 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.Item 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.Item Determinants of Teachers' Media Utilization Pattern(Addis Ababa University, 2001-06) Abdo, Mehdi; Nekatibeb, TeshomeThi 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.Item 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 .Item Gender Bias Analysis of Primary School Textbooks of Amhara Region(Addis Ababa University, 1998-06) Tesema, MulualemThe 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.Item 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