Teaching Physical Education

Permanent URI for this collection

http://etd.aau.edu.et/handle/12345678/165

Browse

Now showing 1 - 20 of 34

Barriers to the Implementation of Quality Physical Education: The Case of Secondary Schools in Kersaworeda of East Hararge Zone
(Addis Ababa University, 2016-11) Gemechis Fekadu; Desta Gebeyehu
The purpose of this study was to assess the Barriers to the implementation of Quality Physical education in government secondary schools of Kersa Woreda of East Hararge Zone. Three basic questions were formulated, which emphasized on the perception of teachers and students towards barriers to the implementation of quality physical education curriculum in secondary schools of Kersa Woreda, focusing on the major barriers and their impact to the implementation of quality Physical education curriculum in the secondary schools and the extent to which the principals discharge their responsibilities in the implementation of quality Physical education curriculum in the secondary schools. To conduct this study, descriptive survey method was employed. All the 3 government secondary schools found in Kersa Woreda were selected using availability sampling. From these sample schools, all the 3 available physical education teachers were included using availability sampling, 150 students were participated in the study through random sampling technique and 3 principals were included using availability sampling technique. Questionnaire was used as main tool of data collection. Interview and Observation were used to substantiate the data gathered through questionnaires. Frequency, percentage and mean were utilized to analyse quantitative data gained through the questionnaires. The qualitative data gathered through interview and observation were analysed by narration. The result of the study indicated that physical education teachers were not well oriented to the implementation of quality Physical education curriculum where they lacked awareness to take on leadership role in the implementation of quality physical education, and where they lacked commitment and motivation in implementing quality physical education curriculum in the schools, the implementation of quality Physical education was overwhelmed by many barriers; such as: teachers’ lack of interest, limited practice opportunity offered to students, lack of background knowledge and skill on the part of students, students giving low priority to physical education, inadequate time, lack of facilities, lack of equipment, shortage of Physical education staff, high student ratio, shortage of school finance, absence of quality care, guidance and support from school administration, and principals’ under valuing of Physical education. On the other hand, the study discovered ineffectiveness of the school principals in providing the necessary assistance and guidance for the implementation of quality Physical education curriculum through organizing appropriate teaching and learning environment by providing abundant Physical education facility and equipment in the school, working to reduce budget constraints and making close discussions with physical teachers. Finally, to overcome the barriers to the implementation of quality Physical education curriculum, it is recommended to give important emphasis to the implementation of quality Physical education curriculum by providing adequate practice opportunity to students, adequate physical education staff, and providing necessary facilities and equipment, relevant in-service trainings for physical education teachers and creating awareness of school principals through continuous training were suggested. Key terms: quality Physical education, teachers’ related barriers, institutional related barriers, role of principals.
The Effect of Facilities and Instructional Materials for Achieving Effective Physical Education in the Case of Preparatory Schools of Illubabor Zone,Oromia Regional State
(Addis Ababa University, 2016-08-01) Amare Tsegaye; Shimeles Assefa
The research was carried out in eight preparatory schools in eight woredas of Illubabor zone, Oromia regional state. Its major objective was to study the effect of facilities and Instructional materials for achieving effective physical education Availability and utilization of Physical and material resources like Instructional materials, Facilities, sport equipment, playing area, text books and physical education reference books play an important role in the achievement of effective physical education and students performance. And inadequate instructional materials and sport facilities influencing students’ performance negatively. The study sample was selected through simple random sampling technique by lottery method and available sampling techniques. School principals, physical education teachers, students, librarians, store keepers, school pedagogical center representatives and focus group discuss were the sample of the research. To realize this, descriptive survey design was employed because it provides the researcher with detailed description of the existing condition about the problem under investigation. The data collection instruments were questionnaire, interview, observation checklist and focus group discussion. In order to obtain the necessary data for the study the researcher used both qualitative and quantitative methods. Data analysis was done using statistical tools such as percentages, frequencies, means and standard deviation. Qualitative data was analyzed using content analysis and presented through narratives according to the objectives. Research result showed that (81%) of the respondents agreed that the availability of physical education facilities and instructional materials were ranging from very poor to medium in some circumstances, unavailable, less in quantity and quality. Most of the schools are not well equipped that with facilities and equipment there are also sign of deteriorating maintenance or general non-use. These created a great challenge on teaching and learning activities that in turn had a negative effect on the improvement of the quality of education. To overcome this problem Ministry of education, concerned bodies and the school administration should allocate budget on purchasing and construction physical education instructional materials and facilities
The Practice and Challenges of Continuous Practical Assessment in Physical Education in Some Selected Senior Secondary Schools of Nekemte Admimnistrative Town
(Addis Ababa University, 2016-08-01) Gemechu Melka; Solomon Areaya
The purpose of this study was to investigate the current status of the practices and challenges of continuous practical assessment in physical education in three selected senior secondary schools. The study was conducted in Oromiya Regional State, East Wollega at Nekemte administrative town. To conduct the study descriptive survey design was employed. The total population for this study were 2014, from these 213 participants were selected by simple random sampling technique of the available students which were recently attending regular class. In addition, eight physical education teachers and three academic administrators of each school were involved. The data were collected by using closed and open-ended questionnaires, structured interview and field observation in practical class. Then, to obtain valid and appropriate information the data were analyzed by descriptive statistics and inferential statistics utilizing SPSS software and interpreted in words. The finding of the study revealed that the magnitude of practices and Challenges of continuous practical assessment in physical education in the study schools was very high, due to the seriousness of several internal and external challenges: - some of them were: time allotment, material limitation, lack of administrative support, large class size, over loaded, lack of external and internal supervision and the misunderstanding of physical education teachers and students assessment results, perceiving negatively. In addition to these, Scio-economic status, Cultural adaptations and religious norms are some of the major external factors that hindered the implementation of continuous practical assessment. On the other hand, physical education teachers have been using continuouspractical assessment results only for grading purposes. So, in order to minimize the problem and maximize the implementations of continuouspractical assessment the following recommendations were forwarded:-The MOE should take in to consideration to improve the already allotted period per a week, the school should provide the necessary physical education-materials,equipments, resources on time, the selected schools should standardize the class size in order to implementcontinuouspractical assessment effectively. In line with this, the corresponding sample schools should reduce the physical education teachers work load. And Nekemte town education office should assign the professional supervisors to the perspective schools so as to implement continuouspractical assessment. Finally, bothphysical education department and the academic body should create an awareness to raise the perception of learners’ towards the significance of continuouspractical assessment inphysical education practical class efficiently
Motivation of Grade 11th Students Towards Learning Physical Education (a Case of Eastern Shoa Zone, Oromia Regioal State)
(Addis Ababa University, 2016-10-01) Alemu Kitesa; Shimeles Assefa
The purpose of this study was about the motivation of students towards the learning physical education of Eastern Shoa.Data were collected through questionnaire, interview, focus group discussion and observation checklist. Purposively 310 respondents participated as the source of data thus;300students, 5 physical education teachers and 5 school directors were participated in the study. To analysis the collected data, both qualitative and quantitative methods such as frequency counts, percentage, and pilot-test were used. There was a significant of AmotivationF(4,245), P<.05, intrinsic motivation F (4,245) =10.381, 6.588, 2.676, 4.280, 5.004 P<.05 and extrinsic motivationF (4,245) =4.534, 5.329, 7.206, 3.475, P<.05,teacher F(4,245)=1.974, 2.815,3.468, P<.05, school F (4,245) =4.068, 4.446, 19.292, P>.05 and family F (4,245) =6.875, 7.020, 7.390, P<.05 related factors on students’ motivation to learn physical education.And also there is a problem ofschool administration service provision for physical education, family and teacher related factors on students’ motivation to learn physical education.To overcome these problems, the following recommendations have been forwarded: Students’ should be motivated to learn physical education, Physical education teachers should also improve the way of instruction delivered to the students during physical education classes and School administration should work hard and support to increase students’ motivation to learn physical education.Family should be encouraging students to learning physical education
The Effect of Circuit Training Method in Teaching Physical Education on Selected Physical Fitness Components with Specific Reference to Melka Soda Preparatory School
(Addis Ababa University, 2016-09-01) Himam Ahimed; Aschenaki Taddese
The purpose of this study was to identify the effects of circuit training Method in Teaching Physical Education on selected physical fitness variables on male students of Melka Soda preparatory School in Oromia Region. The selected physical fitness variables for the study were: cardio respiratory endurance, speed, power on lower extremities, and muscular endurance. The training program was stipulated to 2 days per week for 2 months and 40 minutes per session. From the total population of 120 students of Melka soda preparatory school, 45 male students were purposively selected from grade 11 natural students under the study. The data design was quasi-experimental design and the collected data were analyzed by SPSS software statistics of paired t - test with comparison of one group pre-test and post- tests results. The pre test and post test was given to see whether or not statistically significant difference at (P<0.05) between each test of the physical fitness variables. In general, the results of this study showed that, there were significant difference on all physical fitness variables of CRE, speed, Power on upper extremities and muscular endurance on upper extremities. Extremities of physical fitness variables, due to the two moth circuit training method
Examining Physically Disabled Students in Learning Physical Education: In Case of Secondary and Preparatory Schools of Chencha Woreda
(Addis Ababa University, 2019-08-01) Mengistu Mencho; Tesfaye Asegdom
The main purpose of this study was to examine physically disabled students in learning physical education in selected secondary and preparatory schools of Chencha woreda. The research design employed in the study was descriptive survey and method used was both quantitative and qualitative approach. A total of 59 participants; namely, 7 physical education teachers, 28 SWD, 4 school principals and 20 parents. The parents were selected using simple random sampling while the other participants were selected by purposive sampling. Data gathering tools used to collect data from the subjects were questionnaire, interview guides, focused group discussion guides and observation checklist. The data gathered through the questionnaire was analyzed using frequency and percentage. The analysis was computed using SPSS version 20. The data were organized and analyzed from interviews, FGD and practical field observations were analyzed qualitatively. Results of the study showed that, uncomfortable school sport fields, shortage of facilities and supporting materials, lack of teachers’ knowledge of training in SNE, negative attitudes of some teachers and the society, lack of support from the parents, the seriousness of the difficulty level and lack of support from higher education experts were the major factors that hinder the involvement of SWD in PE practical activities. Finally, based on the findings and conclusion of the study, it was recommended that, sport equipments and facilities should be fulfilled through collaboration with NGOs and GOs, awareness creation strategy should be designed to the school principals ,teachers, families and other stakeholders so that they could support and encourage inclusiveness of PE in the regular schools, PE teachers should be provided relevant training and curriculum materials for PE should be modified and improved in order to address the special needs of students with physical disabilities
Perception of Female Students to Participate in Physical Education Practical Class: With Specific Reference to Gamo Gofa Zone Kamba Woreda Secondary School
(Addis Ababa University, 2019-08-01) Zelalem Tsige; Desta Gebeyehu
The purpose of this study was identifying perception of female students in learning practical activities of physical education and suggesting possible solution at KambaWoreda. Sample of this study was 200 grade nine female students, 6 PE teachers and 15 parent committee at selected secondary school. Descriptive survey design was implemented including both qualitative and quantitative method of data collection. Self-administered closed-ended questionnaire for students and standard questionnaire for teachers because it certified or holder diploma and degree used to collect the quantitative data. For the qualitative components, semi-structured interview and naturalistic [unstructured] is uncontrolled observation takes place without the influence of external or outside control field observation was conducted. Analysis was done using SPSS version 20 by doing descriptive statistics like frequency, percentage, mean and standard deviation the researcher analyzed quantitative data and thematic explanation (to express their idea with their own words) also used to analyze qualitative data of interview and field observation. Significance value of goodness fit test was considered by p-value<0.05. Before administering the instrument, the researcher checked the validity by inviting experts. Pilot study also conducted to check reliability of the instrument. Cronbach alpha coefficients of reliability for the variables indicate that high internal-consistency reliability. The result indicated that the female students are not interested to do physical education practically, perception of Female Students affect their participation, challenges of school facility and other teaching materials. Therefore, it is recommended that depending on the result, the concerned bodies such as teachers, school directors and regional and zone educational bureau have to encourage females to be participants in practical class freely to fulfill school facilities, by giving equal opportunity like other subject and by motive, support, appreciation and encouraging female students
Teaching Methods In Physical Education and Their problems: The Case of Kolfe Keraniyo Sub city Primary Schools
(Addis Ababa University, 2025-09) Shibiru Tadessa; Alemmebrat Kiflu
The aim of the study was to assess teaching methodology in physical education: The Case of Primary School Kolfe Keraniyo Sub city some selected governmental primary schools; Kolfe Keraniyo Sub city Addis Ababa Administration city. The study employed a descriptive survey research design quantitative and qualitative research approach. Three primary schools were selected by Purposive sampling technique, 2 Supervisors, 3 Principals and 6 physical education teachers were selected by using availability sampling techniques and 284 students were selected by simple random sampling lottery techniques. Data for the study was collected through questionnaires, focus group discussion, interviews, and observation. Questionnaires were prepared and administered to students. The data collected through close ended questionnaire were analyzed by using frequency, percentages and mean using SPSS version 20. The data gathered through open ended questionnaire, FGD, interviews and observations were analyzed qualitatively through narration. The study findings indicated that the magnitude of applying active learning methods during physical education was found to be low. Almost all of the teachers employ lecture method frequently which more tends to teacher-led, the teachers did not take necessary training concerning teaching methods, which enable them effective professional teachers. Even though they believe in contribution of active learning for effective education, they lack awareness about those methods and how to apply in classroom. Beside this, schools facilities were inadequate, low attitudes of students towards teaching methods, passiveness of students, and large class size were the challenges. Based on the findings, conclusions were made and recommendations forwarded to alleviate the existing problems. Accordingly, physical education teachers should encouraged to become more knowledgeable and skillful in implementing teaching methods approach. This can be done through workshop inter-staff discussion and by offering higher diploma program in the form of in-service training that facilitates sharing of idea to improve understanding of teaching methods. Keywords: Teaching, Active Learning, Teaching Methodology, Teaching Strategy
The Outcome of Twelve Weeks Structured Exercises Program on Health Related Fitness of Students: The Case of Durbete Secondary School
(Addis Ababa University, 2024-10) Bewuket Asmare; Sutuma Edessa
This study was to improve the health related fitness of student using planned exercises. In designing of the study, 30 students were selected using purposive sampling techniques from Durbete Secondary School as study practitioners. Data collection methods were through overt observation worksheet in which the performance of practitioners for each component was record. Data evaluation was descriptive methods using both qualitative and quantitative approaches. During the pretest practitioners conducted exercise on health related components and pertinent performances were measured and recorded for control. Practical training exercises were provided for three consecutive months and measurement on the performances of each practitioner after training were measured by posttest and recorded in worksheets. Collected data during both pretest and posttest on performances of practitioners and compared. As a result, a 9º push-up test of muscle strength was 1.33 sit-up tests muscular endurance was 1.18 and the 3-minute step test the cardiovascular endurance was negative -1.73 that showing a decrease of heart beats per minute and an increase in the mean of 2.44. Body flexibility of the practitioners was improved by 2.6 and successful results were gained through all fitness components as a subsequent of instructional training and planed exercises. The study was concluded with satisfying finding on components subjected to the study. The results of posttest measured after 3 months training exercises linked to health-related fitness of muscular strength, muscular endurance, cardiovascular endurance and flexibility have been improved and demonstrated successfulness all over. Keywords: Components, fitness, 90ºpush up, 20cm Step up
Perspectives and Practices of Quality Assurance in Public and Private Host Universities at Work with Cross-border Higher Education Providers in Ethiopia
(Addis Ababa University , 2020) Tefera Ayano; Mekasha Kassaye
This research set out with the aim of exploring perspectives on quality and practices of quality assurance, and enhancement of host institutions at Work with CBHE in Ethiopian. The research has collected essential data from internal participants who are involved in quality assurance. These participants of private and public higher education institutions intended to pinpoint some of the major problems and challenges faced and has forwarded some mitigating implications for the challenges. To meet these objectives, extensive reviews of the literature were made and as well, theoretical and conceptual frameworks were formulated. Two host university cases, one public, and one private were operating in collaboration with CBHE. The selection was based on the participants’ lived experience with CBHE. An in-depth exploration of the problem was conducted through a comparative case study approach using a qualitative research design. This design was selected because it enables us to see through “a wide-and deep-angle lens” and explore the quality assurance systems in the case study universities. The research has involved, twenty-two participants from two selected host universities, (6) quality assurance officers, (6) academic staff, (4) supporting staff, and (6) students. The selection is purposely done from the two case study universities. The data were gathered through using carefully prepared interview protocols, semi structured interviews, document reviews, and observation field notes. To complement the interviews, a review of essential documents and site-visit of host universities, particularly, resource centres were seen. Within case analysis data followed by the cross-case analysis were undertaken. Thus, The findings of the study revealed the fact that there are diverse quality conceptions among participants, both in public and private cases, and this implies that quality conceptions are not conclusive. Some of the internal university challenges, for case-1, that influence quality assurance and enhancement practices, pinpointed by the research were: lack of writing skill, plagiarism, centralized QA structure. While, for case-2, student absenteeism in tutorial sessions, a decline in reading culture, and resource constrictions are identified. Concerning the external environment, many of the participants in case-1, do not have awareness about the CBHE guideline of HERQA, whereas, in case-2, participants are aware of the guidelines. Additionally, the CBHE partner of case-2 is accredited conversely, the CBHE partner of case-1 works without accreditation. Thus, lack of awareness and doing in favour of one may affect the quality assurance practices in case-1, than case-2. Therefore, it should be implied that both case study universities revisit their academic support services, quality assurance structure, and HERQA needs to treat both private and public partner CBHE equally, in the accreditation process. Moreover, MoSHE should provide facilities and financial support to case-2.
The Relationship of Theory to Practice for Effective Learning in Athletics of Secondary Schools in Alle Special Woreda SNNPR State
(Addis Ababa University , 2021-06) Asnakew Bahry,; Sahlemikael Buzunah
The purpose of the study is to assess the student’s assessment in physical education; particularly the relationship of theory to practice for effective learning in athletics the thesis of was conducted at Gewada and Tosho secondary schools in Alle special woreda south nation national and regional state. To conduct the study descriptive survey designed methods. The total numbers of population was 493 students accordingly the total size 178 students, 2 principals and 2P.E teachers. The sample size for students determined by using slovens formula in the selection of the sample population by using simple random sampling method. The main sources of the data was primary sources and secondary sources, Also the main instruments of the data was questionnaires, interview and observations. The data was analyzed by using both quantitative and qualitative analysis methods of the research. The most identified problems to students assessment in P.E; the relationship of theory to practice for effective learning in athletics was lack students interest, negative attitudes to the subject, lack of adequate sport fields and materials, lack of community support, lack of focus for the subject by school communities.
Practices Challenges and Prospects of Football Development Some Selected Premier League Clubs in Addis Ababa
(Addis Ababa University, 2020-05-08) Mezmur Getachew; Sahelemichael Bezuneh
The main objective of this study was to assess and explore the practices, challenges and prospects of football development in some selected premier league clubs in Addis Ababa. In this study, descriptive research methods were used. Primary data, through structured questionnaire, was collected from samples of 136 respondents. Data were analyzed using descriptive statistics with the help of SPSS version 23. The results provide strong evidence that there problem with facility related factors, coaching system related factors, football infrastructure, and coaching process related factors. However, the results from communication related factors provide that there is effective communication among players, coaches and club officials.The study found that barriers for football development such as poor cooperation between clubs, NGO’s and Government, insufficient budget, little attention by the government, lack of international standard coaching system. Hence, the concerned the government agencies should upgrade football facilities, assist policy formulation; various stakeholders such as NGOs, GOs and private sectors need to support clubs; the management of the club should strengthen communication between players, coaches and club officials; proper coaching standard and strategy should be developed by Addis Ababa football association after the development of the overall strategy. Hence, the government should strengthen integration between clubs and other stakeholders so that they contribute to the development of football.
Assessing the T.T.I. Amharic Syllabus
(Addis Ababa University, 1993-06) Amdeselasie G/kirkos; Taddele Adamu
The purpose of this thesis is to assess the developmental processes of the Amharic syllabus for the Teachers Training Institutes (T.T.I's). It is the purpose of this thesis to examine whether or not the Amharic syllabus is properly developed and processed on the basis of the Tyler Model. The thesis further fries to determine whether the concerned head officials of the Institute for Curriculum Development and Research, the Department of Teacher Education and the T.T.I's Amharic instructors - are well aloare of or/ and have a clear knowledge of the Tyler Model, In connection with this, it attempts to clearly indicate whether there i s any definite model that the concerned professionals adhere to when developing a curriculum or/ and a syllabus. To achieve these objectives, the necessary data were collected, analysed ~nd discussed. Initially, for a syllabus to be well planned, developed and prepared, many factors have to be considered. These include the involvement of experienced experts, the cooperation and devotion of the experts and the continuous effort of the concerned professionals in general. Taking this point into account, however, the results of the study have show~d that: 1. There is no definite model whatsoever throughout the educational system in general and for the designing of the T.T.I. Amharic syllabus in particular. 2. The Amharic syllabus for the T.T.I's is not properly planned and developed on the basis of the Tyler Model. There has not been any change O( improvement made on the syllabus since was :' { "~; )1Q(fy Fi€;lClltcJ ,',1 ( 9 f~C E' C)3. Most of the Amharic instructors are not clear about the basic ~~f principles of the Tyler Model. This doesAmean, however, that they do not have a theoretica l knowledge of the model. The point is that they are not clear about the guiding principles of the model. On the basis of the finding s , an attempt has been made to put forward releyant recommendations towards taking deliberate actions for the proper planning, deve l oping and improvement of the Amharic syllabus for the T.T.l's so that there will be a possi~ bility of producing effective primary teachers of enhancing the teaching-~earning process of the elementary education
Structural Quality in Early Childhood Care and Education (ECCE): A Cross-national Comparative Study on Ethiopian and Kenyan Initial Teacher Education
(Addis Ababa University , 2020) , Tewodros Habte Weldeloul; Girma Berhanu
This cross-national study intended to explore the Structural Quality of ECCE in Ethiopian and Kenyan initial teacher education. Initial teacher education quality assurance arrangement policies were fundamental issues to be investigated. The study was mainly assisted by neo-institutional theory. The study employed a comparative cross national case study design while sequential exploratory mixed strategy (QUAL + quant) was a methodological approach. Bereday's comparative analysis model was used as the analytical framework of the study. Given Ethiopia and Kenya are the cases, the respective education ministries and their line agencies were major research sites. Two teacher education institutions were also taken as subsidiary sites. Policy documents and different levels of education officials such as directorate/department heads, deputy directors, coordinators, senior experts and teacher educators were major sources of data complemented by selected teacher trainees. Twenty-five major and supportive policy documents and 16 key informants were purposively selected for the qualitative part of the study. A total of 131 randomized sample was also drawn for the quantitative inquiry. Document analysis, semi-structured interview guideline and questionnaire were data collecting instruments used. Findings of this study have shown significant convergence and divergence. As a result, ECCE in both nations has gained still inadequate concern compared to subsequent education subsectors. Despite policy indications of how ECCE quality and teacher quality are milestones for all levels of education quality, the subsector looks in need of considerable attention. The concept of 'decoupling' from institutional theory was apparent but in varied extent and characteristics. The Ethiopian ECCE, for instance, has shown significant 'decoupling' between the planned policy reform activities in initial teacher training and the practice. The Kenyan teachers' career arrangement policy was considerably decoupled in ECCE, for example. A clear similar pattern revealed on the least entry academic requirements for initial training that compromised the making of teacher quality. Such similarities have also shown a sort of 'policy isomorphism'. Divergence in governance structure and power has brought significant influence on all stages of quality assurance arrangement policy formation and practice. Privatization of teacher education was one of major deviations affecting the respective nations differently. The Kenyan private ECCE teacher training institutions have been mushrooming while the current Ethiopian policy is totally closed for private teacher education. Unemployment was one distinctive characteristic of Kenyan ECCE trained teachers whereas Ethiopian ECCE is suffering with a critical shortage of teachers. There was plain difference toward the professionalization of teacher educators. In Kenya, there are professional ECCE teacher educators ranging from first degree to Ph.D. levels. Conversely, in Ethiopia, there are no ECCE professional teacher educators in any of the training institutions. The findings of this research were also compared to the wider regional and global contexts. Accordingly, for instance, the driving forces of globalization in teacher education reform demonstrated unbalanced trend between the southern and northern practices. Findings have revealed disconnection between Africa's compassion on multiple importance of investment in ECCE and practice. Couples of policy implications were also suggested.
A PhD Dissertation Submitted to the Department of Science and Mathematics Education
(Addis Ababa University , 2020-05) Deresse TerfaLeta,; Mulugeta Atinafu
The purpose of this study was to explore the Ethiopian Second Cycle Primary School(SCPS)Physicsteachers’KnowledgeDomains(KD)s(ContentKnowledge(CK), Pedagogical Knowledge (PK) and Pedagogical Content Knowledge (PCK)) and implementation of Dialogic Teaching(DT). A qualitative method, case study design, and purposive and convenient sampling technique were employed. Data were collected using Classroom Observation, Questionnaire, Content Representation (CoRe), lesson plan, and interview from nine, SCPS physics teachers. The implementation of DT compared using comparative analysis, with respect to training on DT and teachers’ KDs. The results have indicated that every teacher has had misconceptions and a lack of procedural knowledge in physics contents, and some teachers’ misconceptions were severe. Teachers’ understanding of pedagogical knowledge was good, but practically in their class and lesson development, it was naive. Most teachers could not transform their CK to compressible knowledge. Teachers ‘knowledge of components of PCK was minimal. None of the teachers fully implement dial logic teaching in their class. However, teachers who have training in DT and a higher level of KDs relatively demonstrated DT better than teachers who have no training and have lower KDs, respectively. The researcher recommended that The medium of instruction should be the mother tongue, or teachers should have at least good knowledge of communicative English, professional developmenttrainingforsecondcycleprimaryschoolteachersandprospectiveteachersshould be well-mentored, supervised, and supported for a long time during teaching prac
Medical and Psychological Factors Associated with Medication Adherence among Hypertensive Patients at Menelik II Referral Hospital, Addis Ababa, Ethiopia
(Addis Ababa University , 2020-06) Elias G/Egziabher; Dawit Mekonnen
Studies that examined the multidimensional factors in hypertension patients’ medication adherence are scant. The present study aimed at investigating the effects of demographic, medical and psychological factors over hypertension patients’ medication adherence. A hospital-based, cross-sectional study was conducted among 367 hypertensive patients who were receiving treatment and on follow-up at Menelik II Referral Hospital. Data was collected using questionnaire assessing patients’ demographic, medical, psychological characteristics as well as their adherence. Adherence to medication was assessed by the Morisky’s Medication Adherence Scale (MMAS-8). Descriptive and inferential statistics were used to analyse the data collected. In the present study it was revealed that 72.5% of the respondents were adherent to their medication. Besides, the independent effects of demographic, medical and psychological factors were found to be insignificant. Further, patients with controlled BP were found to have higher adherence level than their counterparts. Finally it is concluded that the cumulative effects of demographic, medical and psychological factors over patients’ adherence far exceeds their independent effects. Therefore, it is recommended that interventions to improve patients’ adherence need to consider variables from the three domains equally
Factors Affecting Females’ Participation in School Leadership in Government Primary Schools of Lemo Woreda, SNNPR.
(Addis Ababa University , 2020-06) Tsegaye Mamo Kebede, ; Befekadu Zeleke
The main purpose of this study was to identify factors that affecting female teachers’ participation in school leadership in primary schools of LemoWoreda. To conduct this study a descriptive survey design was employed. A total of 229 respondents: 103male, 126female, 18 principals, 8primaryschools’ supervisors, 3WCYA and 3 WEO experts were included. Questionnaires were distributed to all sample male teachers and female teachers and were duly filled and returned with the return rate of 202(98.5%) out of 205. The schools, 114 female teachers, 18 principals, 3 and 3 WEO experts were selected by using available sampling and simple random sampling techniques. The data were gathered through questionnaire, interview and focus group discussion. Data gathered through questionnaire were analyzed using percentage, weighted mean and independent sample t-test. The obtained data was analyzed by using qualitative and quantitative techniques. Quantitative data were analyzed by using percentage, mean and standard deviation. The qualitative data were analyzed by using narration. The findings of the study indicated that the female teachers‟ involvement in school leadership of primary schools in general was low and the stake holders have also negative attitude towards to female leadership position, Resistance from husbands, females‟ multiple family responsibilities, lack of institutional capacity to implement provisions favoring females‟ participation in educational leadership and negative perception of staff towards female leaders were some of the factors that were found to have impeded female teachers‟ participation in school leadership. It was thus concluded that female teachers‟ participation in school leadership was not given due emphases. Finally, the study as solutions as female teachers should have confidence to handle assignments given to them through capacity building, allocation of financial resources for female capacity building training to promote their participation to primary school leadership, the government committing itself to provide the political will and Female in top educational management and leadership providing should be role models for others. Finally, it is recommended that LemoWoreda WEO should encourage Female education by upgrading their skills and these makes them better qualified personnel to participate in leadership.
Financial Resources Utilization And Its Challenges In Government Secondary Schools Of Meskan Woreda
(AAU, 2020-06) Awol Shifa, Saliha; Awol Shifa, Saliha
The purpose of this study was to examine the financial resource utilization and its challenges in Meskan Woreda government secondary schools. For this study, descriptive survey research design was employed to gather both quantitative and qualitative data. In the study were 24 PTAs, 109 teachers, 12 finance experts and 12 principals, 6 supervisors and WEO educational experts. The participants were selected by stratified sampling, simple random sampling and purposive sampling techniques. Questionnaires, interviews and document review were used as instrument of data collection. The quantitative data were analyzed by using descriptive statistics (frequency, percentage, mean and independent t-test and in addition to that the qualitative data that were obtained from interviews and document review were explained in native words. Findings of the study revealed that low effective in financial resource utilization, insignificant participation of stakeholders in school financial resource management and finance did not follow timely audited through/using right procedures. Additionally less of stake holders‟ participation on budget preparation and execution, lack of appropriate checks and controlling school financial resource management in the school. And it can be concluded that absence finance rules and regulations and the auditing system did not effective, only few documents checked by auditors. Thus, to improve the situation, it was recommended that principals should committed to manage school financial resources, motivate stakeholders in order to participate and Wordeas Education office employ finance personnel, share their experience for school principals, finance personnel and PTAs on budget plan preparation and accounting systems.
Practice and challenges of strategic planning in private Secondary School in Addis Ababa
(AAU, 2020-07) Awoke, Sintayehu; Nigussie, Dejenie(Phd
The main purpose of the study was to examine practice and challenges of strategic plan in privet secondary schools in Addis Ababa .To this end, answers to the basic questions pertaining to the practice and challenges strategic of plan looks like the extent of the participation of stakeholder, practice that challenges encountered in the school strategic planning process were sought in the study. Descriptive design was employed. Both quantitative and qualitative methods were used in the study. Accordingly, the data obtained through questionnaires were analyzed by using frequency, mean values and standard deviation. Availability sampling technique was employed to select the privet secondary schools and samples of the principals, vice principals, Department heads and Teachers. Simple random sampling technique was also used to select teachers and department heads respondents The subjects of the study were 20 principal,20 vice principal,60 Department heads and100 teachers, . The finding revealed that there is significant lack of awareness among the stake holders, lack of collaboration, finally  Privet school basically need to put strategic plan evaluations in place timely and adequate employee training programs to enhance skills, then the private schools Directors to ensure there are sufficient resources to implement the strategic plans and School Management to carry out employee sensitization throughout the implementation process.  Once the plan is approved it should be split in to operational programs and projects so as to determine the sources to be mobilized. Human, financial, time, technology and material, physical, administrative and leadership, and information are some of necessary resources of educational plan. Some of these resources are needed for the formulation of the plan or the implementation if it and some others may be used for both.  The government could utilize this study to identify the status of private secondary schools in Addis Ababa which can then make and appliance policies towards creating an environment that will aid to the schools to be successful in strategy execution are recommende
DialogicTeachingApproachinTeachingPhysics vis-`a-visPhysicsTeachers’KnowledgeDomainsin AddisAbaba
(AAU, 2020-05) Terfa Leta, Deresse; Tadesse, Mesﬁn Phd
The purpose of this study was to explore the Ethiopian Second Cycle Primary School(SCPS)Physicsteachers’KnowledgeDomains(KD)s(ContentKnowledge(CK), Pedagogical Knowledge (PK) and Pedagogical Content Knowledge (PCK)) and implementationofDialogicTeaching(DT). Aqualitativemethod,casestudydesign,andpurposive and convenient sampling technique were employed. Data were collected using Classroom Observation, Questionnaire, Content Representation (CoRe), lesson plan, and interview from nine, SCPS physics teachers. The implementation of DT compared using comparative analysis, with respect to training on DT and teachers’ KDs. The results have indicated that every teacher has had misconceptions and a lack of procedural knowledge in physics contents, and some teachers’ misconceptions were severe. Teachers’ understanding of pedagogical knowledge was good, but practically in their classandlessondevelopment,itwasnaive. MostteacherscouldnottransformtheirCK tocompressibleknowledge. Teachers’knowledgeofcomponentsofPCKwasminimal. Noneoftheteachersfullyimplementdialogicteachingintheirclass. However,teachers who have training in DT and a higher level of KDs relatively demonstrated DT better than teachers who have no training and have lower KDs, respectively. The researcher recommendedthatThemediumofinstructionshouldbethemothertongue, orteachers should have at least good knowledge of communicative English, professional developmenttrainingforsecondcycleprimaryschoolteachersandprospectiveteachersshould be well-mentored, supervised, and supported for a long time during teaching practice.

Browse

Recent Submissions