Factors Affecting the Implementation of Student Centred Approach in Business Courses Instructions in TVET: The Cases of St. Mary's University College and Entoto TVET College
| dc.contributor.advisor | Wirtu, Dessu (PhD) | |
| dc.contributor.author | Feyera, Terefe | |
| dc.date.accessioned | 2019-01-25T13:22:59Z | |
| dc.date.accessioned | 2023-11-10T14:44:17Z | |
| dc.date.available | 2019-01-25T13:22:59Z | |
| dc.date.available | 2023-11-10T14:44:17Z | |
| dc.date.issued | 2007-07 | |
| dc.description.abstract | Thi the i re earch tudy i ' entitled "Factor ' Affecting the Implementation of tudent entred Learning Approach in Business Courses Instructions in TVET: The ases of t. Mary ' Univer ity ollege and Entoto TVET College. IJ The purpose of the study is primarily fo as e to what extent tude nt-centred approach i being implemented in both TVET ollege and to identify factor affecting its implementation. The desired level of practice in TVET program is that 70% instructional time is to be student-centred (practical learning) while only 30% is left for instructors to provide theoretical orientation, possibly through lecture method. Thus, for intensive investigation, the following ba ic research questions were raised and attempted: I) what do the recruitment criteria and profe sional identity of instructor look like? 2) Are the instructor well acquainted with student-centred approach? 3) Is the class size and setup manageable for in tructor ' to implement student-centred approach? 4) Are there ufficient equipment and facilites in tho e institutions that promote student-centred approach? 5) What is the extent of implementation of student-centred approach in business in truction? Questioner were developed and pilot-tested. Finally certain modifications were made and then they were distributed to both students and teachers selected for the study. The population sizes of these respondents, respectively were 590 and 63, of which only 177(30%) and 50(80%) were sampled and contacted in that sequence. tratified sampling technique was employed to address respondents proportionally from three departments selected for the study, namely: Accounting, Marketing and SSOM All (IOO%) questionnaires distributed to students were returned and analyzed while only 43(86%) of the questionnaires di tributed to instructors were returned and analyzed. The following major findings were obtained from the study: J) Teaching experience and CPA were primarily considered as recruitment criteria and thus industrial experience does not get due emphasis. The professional identities (compositions) were found to be on the desired balance only for three departments: Accounting and SSOM at SMUC and SSOM at Entoto TVET College. 2) Most instructors do have pedagogical background but were not well acquainted with studentcentred approach during their training. Pedagogical background and teaching experience alone were not found to bring significant difference in implementation of student-centred approach. 3) The class size and set-up were found to be inconvenient for implementation of student-centred approach in those institutions. The former is more serious at MUC while the latter is more persisting at En to to TVET College. 4) Instructional facilities and equipment were found to be insufficient in both institutions and this was found to bring about negative implications on student practical learning. 5) The intention to provide 70% practical training and 30% theoretical orientation was found to be not implemented to this extent because in classroom instructions maximum of 30% practical learning and minimum of 70% theoretical orientations were being practiced in most business instructions provided in those in 'titutions. To thi end, the researcher made some recommendations that are supposed to promote tudent-centred learning in business courses instruction. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/16053 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Learning Approach in Business Courses Instructions | en_US |
| dc.title | Factors Affecting the Implementation of Student Centred Approach in Business Courses Instructions in TVET: The Cases of St. Mary's University College and Entoto TVET College | en_US |
| dc.type | Thesis | en_US |