Teachers’ Utilization of Learners’ Achievement Data in Improving Classroom Instruction in Primary Schools of Kutcha Woreda in Southern Nations, Nationalities and People’s Region
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Date
2015-06
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Addis Ababa University
Abstract
The purpose of this study was to assess the teachers’ utilization of learners’ achievement data
to improve classroom instruction in primary schools of Kucha Woreda in SNNPR
government. The survey was administered to 173 participants. The study used a range of data
collection methods including: open- and closed-ended questionnaires, semi-structured
interviews and document analysis. 123 primary school teachers who were selected by simple
random sampling techniques answered to the questionnaire. 20 teachers, 20 department
heads and 10 principals were interviewed. Descriptive statistics (frequency, percentage,
mean, standard deviation) and independent t-test and analysis of variance (one way ANOVA)
were applied to investigate teachers’ achievement data generation, analysis and utilization as
well as to identify factors that affect their practice at primary schools in the study area. The
finding of the study revealed that teachers utilize properly the achievement data. On the other
hand, primary teachers do have lower practices on the data generation through paper and
pencil test and inadequately analyze achievement data using graphs. There is also
statistically significant difference between certificate, diploma and degree teachers towards
achievement data processing. Finally, teacher-related, principal-related and school-related
factors greatly influenced teachers’ achievement data utilization in the primary schools of the
study area On the basis of the above finding, it is suggested that teachers need to have
training on the practices of achievement data generation, processing and utilization to fill the
gap where they perform poorly
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People’s region