AAU Institutional Repository (AAU-ETD)
Addis Ababa University Institutional repository is an open access repository that collects,preserves, and disseminates scholarly outputs of the university. AAU-ETD archives' collection of master's theses, doctoral dissertations and preprints showcase the wide range of academic research undertaken by AAU students over the course of the University's long history.
How to Submit Your Work
The repository contains scholarly work, both unpublished and published, by current or former AAU faculty, staff, and students, including Works by AAU students as part of their masters, doctoral, or post-doctoral research
- All AAU faculty, staff, and students are invited to submit their work to the repository. Please contact the library at your college.
You may contact digirep@aau.edu.et.with any questions about the repository
Colleges,Institutes in AAU-ETD
Select a college,institute to browse its collections.
Recent Submissions
Task-based language teaching: Teachers’ pedagogical Cognition, classroom Practices, and students’ appraisal of instructional implementation in English as a Foreign Language(EFL) contexts with special references to selected secondary schools in Addis Ababa city administration
(Addis Ababa University, 2025-02-20) Tarekegn Mekonnen; Melaku Wakuma
This study investigated Task-Based Language Teaching (TBLT) by examining teachers’
pedagogical cognition, classroom practices, and students’ appraisal of instructional
implementation in English as a Foreign Language (EFL) contexts, with particular reference to
selected secondary schools in Addis Ababa City Administration. A mixed-methods research
design was employed. In the quantitative phase, structured questionnaires with Likert-scale
items were administered to teachers and students to measure attitudes, instructional practices,
and perceived effectiveness of TBLT.
The qualitative phase involved semi-structured interviews with teachers to explore their beliefs,
challenges, and contextual factors influencing instructional practices. Classroom observations
were conducted using a checklist aligned with core TBLT principles to document actual
classroom implementation. In addition, focus group discussions with students provided in-depth
insights into their learning experiences and evaluations of task-based instruction. Sampling
combined purposive and stratified random techniques: teachers were purposively selected based
on their engagement in English language teaching and experience with task-based instruction,
while students were selected through stratified random sampling to ensure representation across
grade levels and school contexts.
To ensure validity and reliability, the questionnaires were pilot-tested, and internal consistency
was assessed using Cronbach’s alpha. The credibility of qualitative data was enhanced through
peer debriefing, academic staff checking, and thick descriptions of classroom contexts.
Triangulation across data sources and participant groups further strengthened the
trustworthiness of the findings.
The findings revealed that teachers generally held positive attitudes toward TBLT and
recognized its value as a communicative language teaching approach, despite challenges such
as large class sizes, limited professional training, and difficulties in designing task-based
materials. Students also reported favorable perceptions of TBLT. However, classroom
observations indicated that most teachers did not consistently implement the full TBLT
framework, particularly the pre-task, during-task, and post-task phases. Teachers suggested
several strategies to enhance the feasibility of TBLT in Ethiopian secondary schools, including
reducing teacher workload and class size, providing systematic professional development on
TBLT, and raising students’ awareness of cooperative learning in meaning-focused language
instruction.
A Case Study of Remand Home and Bosco Children's Home in Addis Ababa
(Addis Ababa University, 2025-06) Melkamnesh Bayu; Abdreheman Seid
Global human rights frameworks aim to protect Children, but children in conflict with the law often face challenges in accessing formal education like that provided in regular schools while living in institutional care. This study explores the educational experiences of juvenile delinquents in two rehabilitation centers in Addis Ababa: the Lideta Remand and Rehabilitation Center and Don Bosco Children’s Home. The research used a qualitative case study to collect data through semi-structured interviews, focus group discussions, non-participant and participant observation. 20 juveniles (17 boys and 3 girls) and 11 key informants, such as social workers, counselors, teachers, caregivers, and administrators took part in the studyThe findings revealed that while both centers provided basic educational and vocational training services, these efforts were inconsistent and often lacked resources, individualized instruction, and adequate follow-up. Formal education, counseling, and life skills training were limited, especially at the remand home, where vocational programs like leatherwork and carpentry were underutilized. Don Bosco provided organized support; however, it struggled to find volunteers for the 'Come and See' program, which aimed to make the two-month trial period productive for the children. Some juveniles at the remand home returned to the system after release, often due to unmet educational and social needs. Overall, the study concludes that although efforts are in place, current educational experiences in these centers do not fully support the holistic development or rehabilitation of juvenile delinquents, emphasizing the need for more targeted, inclusive, and sustainable educational strategies.
Keywords: Juvenile delinquency, rehabilitation, vocational programs, education, remand home, children in conflict with the law
The Factors Affecting School Leadership Effectiveness in Government Secondary Schools of Kirkos Sub City, Addis Ababa City Administration
(Addis Ababa University, 2018-11) Melkamu Bekele; Demoze Degefa
This study has explored the key factors that have influenced the effectiveness of school leadership in
government secondary schools within Kirkos Sub-City, Addis Ababa. Although the pivotal role of
leadership in educational success has been widely acknowledged, limited understanding has persisted
regarding how specific leadership styles, professional development, school climate, and external
influences have interacted to shape leadership outcomes in this context. Adopting a mixed- method
research design, the study integrated qualitative interviews with school leaders and quantitative surveys
administered across four secondary schools, employing availability or convenience, simple random,
purposive, and stratified sampling techniques. The findings have revealed that collaborative,
instructional, and transformational leadership styles—supported by adequate institutional resources and
activities, continuous professional learning, and high teacher morale—have significantly enhanced
school effectiveness and educational outcomes. Conversely, dependence on transactional leadership and
minimal community participation has tended to impede progress. The study has concluded that
strengthening leadership capacity through staff collaboration, targeted professional development,
positive school culture and climate, supportive policy frameworks, and greater stakeholder engagement
has contributed to overall educational outcomes. That is effective leadership practices have driven
institutional activities and contributed to holistic educational outcomes. It has recommended strategic
investments in leadership training and the enhancement of school climate to improve educational
outcomes and teacher satisfaction across the sub-city
Comparative Analysis between the Truth and Reconciliation of South Africa and the Reconciliation Commission of Ethiopia
(Addis Abeba Universty, 2025-06-01) Gashahun Nemomsa; Dechasa Abebe
This study provides a comparative analysis of post-conflict reconciliation in South Africa (focusing on the TRC, 1995–2002) and Ethiopia (specifically the post-EPRDF efforts, 2018–present). The research aims to: examine the historical roots of conflicts in both nations; assess the similarities and differences between their reconciliation approaches; analyze the effectiveness of each model in addressing justice, accountability, and social cohesion; and identify key lessons from South Africa’s TRC that could enhance Ethiopia’s ongoing peace building initiatives. The study compares their conflict histories and reconciliation frameworks, assessing their impacts on justice and unity, and suggests actionable insights for Ethiopia's recovery. Methodologically, the study relies on a secondary data approach, utilizing TRC reports, academic literature, and policy analyses for both countries. Thematic and comparative analyses are employed to evaluate truth-telling, accountability structures, victim reparations, and institutional reforms. Key findings indicate that South Africa’s TRC, with its emphasis on public hearings, conditional amnesty, and restorative justice, fostered national healing but struggled significantly with the issue of incomplete economic reparations. The study highlights the crucial importance of a victim-centered justice approach, transparent public engagement, and systemic reforms in reconciliation efforts. The study concludes that while South Africa’s TRC offers a valuable framework for truth-seeking and reconciliation, Ethiopia must adapt these lessons to its complex ethno-political context. Recommendations for Ethiopia include: establishing an independent truth commission; striking a balance between amnesty and accountability; implementing structured reparations; and integrating traditional conflict-resolution mechanisms. Ultimately, sustainable peace in Ethiopia requires a tailored approach that addresses historical grievances while fostering inclusive governance and promoting long-term social cohesion.
Curriculum Implementation in Military Undergraduate Education: Practices at the Ethiopian Defense University
(Addis Ababa University, 2025-07) Tesema Mamo; Enguday Ademe
The purpose of this study was to investigate curriculum implementation practices at the Ethiopian Defense University with a particular focus on the challenges encountered, the dynamics of stakeholder involvement, and the strategies required to enhance the quality and relevance of military education. Guided by a pragmatic research paradigm, the study employed a concurrent parallel mixed-methods design. Quantitative data were collected from 109 military students and 51 instructors using structured questionnaires, while qualitative data were obtained through interviews and focus group discussions with 10 purposively selected participants, including the University Commandant, the Director of Internal Quality Assurance, three College Deans, and six Department Heads. Quantitative data were analyzed using ANOVA, Mann-Whitney U-tests, regression, and correlation, whereas qualitative data were subjected to thematic and narrative analysis. The findings revealed a substantial gap between instructors’ intended teaching objectives and the actual learning experiences of students. Despite efforts to adopt innovative pedagogical approaches, instructional practices remained mainly academic and insufficiently aligned with the practical realities of military training and operations. The study revealed that the institutionalization of stakeholder engagement in curriculum processes was inadequate, frequently resulting in superficial participation that lacked purpose, depth, and consistency. Furthermore, the fragmentation and poor coordination of reform initiatives across institutions undermined the scalability and long-term sustainability of curricular improvements. In response to these challenges, the study proposed the establishment of a Military Pedagogical Development and Innovation Center to serve as an institutional hub for pedagogical innovation, instructional enhancement, and professional development. Strengthening educational infrastructure and expanding opportunities for experiential learning were identified as critical measures to bridge the persistent theory–practice gap. The study further emphasized the need to institutionalize continuous professional development programs tailored to military pedagogy as a mechanism to ensure instructional quality. Moreover, the study recommended that EDU should prioritize stakeholder motivation, partnerships, and decision-making for effective curriculum implementation. This promotes ownership, engagement, and shared responsibility. Additionally, EDU should prioritize stakeholder engagement, support, understanding, commitment, and feedback to ensure the quality and effectiveness of curriculum implementation. Strategic partnerships with the wider defense sector and related industries were also highlighted as essential for aligning educational programs with operational requirements and national security priorities.
Keywords: Curriculum Implementation, Institutional Challenges, Military Education, Pedagogical Innovation, Stakeholder Engagement