Assessment of Chemistry Laboratory practical courses: The case of Kotebe College of Teacher Education
| dc.contributor.advisor | Eshete, Akalewold (Associate Professor) | |
| dc.contributor.author | Merhatsidk, Hawaria | |
| dc.date.accessioned | 2019-02-01T08:56:04Z | |
| dc.date.accessioned | 2023-11-10T14:44:26Z | |
| dc.date.available | 2019-02-01T08:56:04Z | |
| dc.date.available | 2023-11-10T14:44:26Z | |
| dc.date.issued | 2011-06 | |
| dc.description.abstract | The general objective of this slUdy was to investigate and describe the awareness, altiludes and practice of assessment of laboratolY courses in chemistry subject at KeTĀ£. For this end, descriptive survey design was employed. Available sampling methods were used f or students, laboratmy assistances and laboratmy manuals. Systematic random sampling was used for instructors, laboratmy session observation and sample question papers. The data collected using available and systematic random sampling methods was presented numerically in a descriptive and narrative form. This was followed by the researcher 's analysis and interpretation. The finding of this research suggests that the awareness and allitudes of instructors, laboratmy assistances and students regarding assessment of laboratory practical courses was low. And also, the practice of assessment of laboratory courses in chemistlY subject was in danger. To site some, majority of the students (90. 2%) and surprisingly, (10.0.%) of students did not prefer to be assessed with different assessment techniques and preferred to be assessed after laboratory session respectively. Majority of instructors and laboratory assistances (80.. 5%) did not give feed back for their students. Further more, instructors did not conduct laboratory practical assessment. This was due to lack of instructional materials, work load and number of students per laboratmy session as reported by both the instructors and the laboratmy assistance. Therefore, the assessment system of chemistry laboratory practical courses is in crisis. The demands of the 1994 ETP in relation to science curricula will not be met. Thus, science as practical subject or as a means of solving problems needs a drastic change. Therefore, its assessment need concrete effort of those who involved in the education sector. Finally, it also recommended that cuncerned bodies of the college should prepare onjob training on assessment of laboratory practical course and avoid the hindrancefactorsfor implementation of LPA. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/16155 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Chemistry Laboratory practical courses | en_US |
| dc.title | Assessment of Chemistry Laboratory practical courses: The case of Kotebe College of Teacher Education | en_US |
| dc.type | Thesis | en_US |