Modularization and the Practices of Module Development in Selected Ethiopian Universities

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Addis Ababa Univerisity


This research investigated the practices of module development in Colleges of Education within the selected Ethiopian Higher Education Institutes. The research looked into the training program conducted by Colleges of Education within the Universities. Relevant literature on the practice of module development and modular instruction were also reviewed. In the research different modular theoretical assumption including the ADDIE (Analysis, Design, Development, Implement, and Evaluate) instructional model were examined and used in studying modularization and the practice of module development. Data were collected from three Universities namely Woldia University from the third generation, Wollo University from the second generation and Bahir Dar university from the first generation by employing questionnaires, unstructured and structured interviews, focus group discussion and document analysis. Data analysis was made by using chisquare, t-test and F-test for quantitative data and use of interpretational and reflective analysis for qualitative data. The findings showed that modularization and the practice of module development was not done as intended: critical gaps were not clearly identified and seen thoroughly; principles of designing modules were not kept and used; organization of modules were found weak; teaching methods that were employed were highly dominated by the traditional lecture method with less emphasis to others; and various techniques of assessments were not employed as needed. Eventually, it was concluded that the practice of module development in the college of education were found challenging that require consideration both from the government and institutions.



Practice of module development; Modules; Modularization and Instructional model