Presented in Partial Fulfillment of the Requirements for the Degree of Masters in Mathematics Education
| dc.contributor.advisor | Areaya Solomon (PhD) | |
| dc.contributor.author | Kebede Chehos | |
| dc.date.accessioned | 2018-07-12T07:13:58Z | |
| dc.date.accessioned | 2023-11-04T12:32:19Z | |
| dc.date.available | 2018-07-12T07:13:58Z | |
| dc.date.available | 2023-11-04T12:32:19Z | |
| dc.date.issued | 2015-07 | |
| dc.description.abstract | The main purpose of this study was to assess the practices and challenges of mathematics teachers in conducing Action research in Governmental Secondary Schools of Addis Ababa city Administration. A descriptive survey research design was employed to conduct the study. Data were gathered from 10 sub-city level supervisors, 10 Governmental secondary school principal and 139 governmental secondary school mathematics teachers. In order to select sample respondents, simple random sampling and availability Sampling techniques were employed. Data for the study were collected using questionnaire, interview, focus group discussion and observation. Data obtained from questionnaire, were analyzed using statistical tools like frequency and percentages. The data from interview and focus group discussion was analyzed qualitatively and observation was analyzed with the data collected through questionnaire, interview and focus group discussion where necessary. The finding from data analysis revealed that the support given to governmental secondary school mathematics teachers practice training in action research was low, the supports provided to secondary school mathematics teachers even after they started practicing action research was found very law. The follow up system was also very poor. Furthermore Governmental Secondary School mathematics teachers Action research was varied from school to school and the major challenges of secondary school mathematics teachers in conducting action research were getting support on the scientific methods of conducting action research and continuous follow up from experienced sub-city level supervisors or experts on the basis of these findings, it is recommended that continuous training and support to school teachers is necessary to tackle the challenges of secondary school mathematics teachers. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/8223 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Practices and Challenges of Mathematics | en_US |
| dc.subject | Teachers in Conducting Action Research | en_US |
| dc.title | Presented in Partial Fulfillment of the Requirements for the Degree of Masters in Mathematics Education | en_US |
| dc.type | Thesis | en_US |