Teaching - learning approaches in the Ethiopian defense command and staff college: challenges and prospects

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Addis Ababa Universty


Teaching - Learning Approaches in the Ethiopian Defense Command and Staff College: Challenges and Prospects Araya Teweldemedhn Addis Ababa University, 2012 The main purpose of this study was examining the extent to which teachers and students of Ethiopian Defense Command and Staff College adopt effective teachinglearning approaches. The study applied mixed design approaches. The study made use of questionnaire, interview and document assessment as tools for data collection. The data were collected from 16 (94%) of the teachers, 142 (94%) of the students, 3 commandants of the college and 3 general officers. The data were analyzed with correlation, multiple regression analysis, and comparison between groups was made using independent-sample t-test and ANOV A. Teachers' approaches to teaching and good practice of teaching were related significantly. Similarly, the correlation between students' perception of learning environment and the approaches to learning showed a significant relationship. Beside this, The students grade point average was significantly and positively correlated with deep approach r=.43, p<O.Ol and positively correlated with perception to learning environment r=.30, p<O.Ol, in the same way, positively correlated with effective learning approach r=.32, p<O.Ol. This implies that, those students who gained deep approach learning perceive learning environment and effective learning as supportive of their learning and in achieving high levels of CPA. On the other hand, the grade point average was small and negatively correlated with surface approach r= -.OS, p<O.01. This indicates that, slightly the students who were less supportive of their learning experience earned lower grade point average. The teacher respondents' background is presented in different categories, there is a difference between joint operation 37.S% and strategy studies 12.5 %. Moreover, the educational levels of teachers were difference in between BA/BSc 87.5 % and MA/MSc 12.S%. Similarly, there is a difference in teaching experience in between <2 years 2S% and 6-10 years SO% and there is a difference in workload in between <6 crhr 12.5% and 13-18 crhr 7S%. With this respect, the diiferent category indicates that, there will be negatively influence in the teaching learning process. The students' background indicates that there are different categories that is, a difference in between educational level Diploma 8S.S% and BA/BSc lS.5%. And a difference in CPA in between 2.1-2.80 S7.7% and 3.S6-4.00 9.9% . These different categories of the students may contribute to create negatively influence in the teaching-learning processes. This implies that, to sustain the prospects and to solve the challenges of teaching- learning, the commandants, teachers, and students of the college should be contribute their responsibilities.