Religiosity, Gender versus Value Priorities (The Case of Sawla Senior Secondary School Studetns in Gamo Gofa Zone)
| dc.contributor.advisor | Wondimu, Habtamu (PhD) | |
| dc.contributor.author | Dejene, Shimelis | |
| dc.date.accessioned | 2019-02-01T08:30:53Z | |
| dc.date.accessioned | 2023-11-10T14:44:37Z | |
| dc.date.available | 2019-02-01T08:30:53Z | |
| dc.date.available | 2023-11-10T14:44:37Z | |
| dc.date.issued | 2007-08 | |
| dc.description.abstract | The purpose of this study was to investigate whether religiosity and gender have significant contribution on value priorities among Sawla Senior Secondary School Students in Gamo Gofa Zone. A stratified random sampling technique was used to select . research participants. Three different instruments, namely, a self-reported questionnaire comprising value priorities scale items and religiosity scale items, focus-group discussion, and semi-structured interview were employed to collect data. T-test, Pearson r and interpretative and descriptive methods were used to analyze data. T-test result displayed that there is significance difference in the value priorities of male and female students. Females tend to value more 'of tradition, benevolence, and conformity values whereas males tend to value more self-direction, achievement and stimulation value. Pearson's r revealed that there is a significance correlation between value priorities and religiosity. As the degree of commitment to religion increases, people tend to value more of tradition, conformity, benevolence values and tend to give less emphasis to self-direction, achievement, and hedonism values. The FGD and semi-structured interview results also supplement such findings. Hospitality, education, trustworthiness, and tolerance were found to be some of the values to be maintained. And procrastination, selfishness, ethnicity, terrorism and, dependency were found to be some of the values that need to be changed. The socialization process in the family, the sex roles, stereotypes, personality differences, unique life experiences, temperaments and the culture in which one belongs play the major role in value priorities. These results highlight teachers in schools, parents in the family, religious leaders in the Church/Mosque, social science researchers and community leaders need to work collaboratively in enhancing the acceptable, "good' values and in discouraging the irrelevant, unacceptable, retarding and perhaps "negative' values. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/16151 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Religiosity, Gender versus Value Priorities | en_US |
| dc.title | Religiosity, Gender versus Value Priorities (The Case of Sawla Senior Secondary School Studetns in Gamo Gofa Zone) | en_US |
| dc.type | Thesis | en_US |