Higher Education Institutions Practices In Implementing Educational Innovations In Ethiopia: The Case of Cooperative Learning
| dc.contributor.advisor | Asgedom, Amare(Professor | |
| dc.contributor.author | Haile, Ketema | |
| dc.date.accessioned | 2022-02-02T06:58:47Z | |
| dc.date.accessioned | 2023-11-05T09:05:32Z | |
| dc.date.available | 2022-02-02T06:58:47Z | |
| dc.date.available | 2023-11-05T09:05:32Z | |
| dc.date.issued | 2021-03 | |
| dc.description.abstract | The purpose of this study was to explore higher education institutions practices of implementing cooperative learning strategy as educational innovation. The study was conducted in three public universities in Ethiopia and the study sites were selected using maximum variation sampling technique. The theoretical framework used in this study was a composite of three theories: implementation, social learning and Constructivist theories. The Academic Vice Presidents, college/institute deans, department heads, university reform directors and experts from Ethiopian ministry of education (EMoE) reform directorate education strategic center were participated in the qualitative phase of this study while instructors and students were participated in the quantitative part. Semi-structured interview, document analysis and observation were used to collect qualitative data. Questionnaires were used to collect quantitative data. It was distributed to 36 randomly selected instructors and 120 randomly selected students. Out of these, responses from 35 instructors and 117 students were used for analysis. Thematic analysis was used to analyses the qualitative data. Descriptive, multiple regression, ANOVA, chi-square, t-test analyses were used to analyze the quantitative data. Seven categories/themes of CL implementation practices emerged from this study: Knowledge and Perception of cooperative learning, purposes of cooperative learning, blessings and opportunities of cooperative learning, attitude towards cooperative learning, cooperative learning implementation practices, status of the implementation practices and challenges /curses/ in CL implementation. Three major conclusions were drawn from this study: (1) One of the conclusions drawn from this study is that there were lack of necessary preparations including implementation planning, trainings for instructors, technical support and coordinated work among all parties that played the major role was not satisfactory; (2) The respondents conceptualize CL as an accepted and preferred strategy comparing to individual or competitive approach but the actual implementation practices of the strategy was poor. On the other hand, there were research participants who perceive CL as governments political tool in academic institutions; (3) there was no adequate provision of resources and facilities which better facilitates the implementation practices of the pedagogical innovation in the case universities | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/29840 | |
| dc.language.iso | en | en_US |
| dc.publisher | AAU | en_US |
| dc.subject | higher education institutions, educational innovation, cooperative learning, CL implementation practices | en_US |
| dc.title | Higher Education Institutions Practices In Implementing Educational Innovations In Ethiopia: The Case of Cooperative Learning | en_US |
| dc.type | Thesis | en_US |