An Evaluation of the Implementation of Seventh Grade English Syllabus in Eastern Gojjam
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Date
1999-05
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Addis Ababa University
Abstract
This study was mainly aimed to investigate the extent of implementation of grade
7 English syllabus.
The subjects of the study included 20 teachers, 100 students and 8 directors from
eight schools in Eastern Gojjam, selected using multi-stage cluster, available, purposive
and simple random sampling techniques. Six 1999 first semester examination papers were
a lso collected from 6 schools. Observation, questionnaire, interview and document
analysis were used to gather data. Percentages, mean values, correlation, t-test and
regression were used to analyze the collected data.
Results show that 65% of the teachers and above that in certain roles saw
themselves as not competent, with their existing knowledge and skill, to use roles
suggested in the syllabus and declared that they need inservice training and help from
colleagues. Teachers over all mean value in perceived competence also found to be 2.6,
in between category 2 (inservice training and help form colleagues) and category 3 (lillIe
help from colleagues). Teachers extent of implementation of the syllabus found to be
38.75% and the quality of implementation was also close to attempted (1.02), from a four
point rating scale. At least 80% of the teachers were at or below 'mechanical use' in all
categories except acquiring information, entailing disjointed and superficial
implementation. Teachers also failed to measure proportionally various objectives of the
syllabus as most of the exam items (73%) were related to language rules. Teachers,
however, reported relatively higher degree of implementation (59%) while students report
tend to be similar to what is observed.
Inservice training, perceived competence and participation found to have a
significant positive relationship with actual classroom practice of teachers and along with
experience accounted for 49% of the variation in actual classroom practice. Teachers
perceived competence tend to be the only independent significant predictor of teachers actual classroom practice accounting for 35% of the variation. Lack or inadequacy of
inservice training, students poor background knowledge, teachers lack of competence to
use syllabus roles, difficulty of roles and poor supply of materials such as textbook and
teacher's guide appeared to be the major hindering factors in the implementation of the
syllabus.
The conclusion to be drawn from the study is that aspects of the new English grade
seven syllabus are being implemented minimally and poorly due to teachers lack of
competence and other factors mentioned earlier. The implementation process in the past
two years failed to maintain some fet1ile grounds like training teachers with new skills and
knowledge and supplying necessary materials sufficiently. Hence it appears to be wise and
timely to take appropriate measures to change the much unchanged operational syllabus.
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An Evaluate Tin of the Implementation