Classroom Instructional Problems And Other Constraints as Correlates of School Interruption in East Shoa Zone
| dc.contributor.advisor | Wole, Darge (PhD) | |
| dc.contributor.author | Gurmu, Gezahegn | |
| dc.date.accessioned | 2021-10-19T06:02:22Z | |
| dc.date.accessioned | 2023-11-09T04:05:16Z | |
| dc.date.available | 2021-10-19T06:02:22Z | |
| dc.date.available | 2023-11-09T04:05:16Z | |
| dc.date.issued | 2001-05 | |
| dc.description.abstract | Investigation of the problem of school interruption, factors associated with interruption and its consequences, involving grades 9,10 & 11 three Senior High Schools in East Shoa Zone, Oromia Region was conducted for six months (October 2000-1April 2000a). The data were collected by means of two questionnaire and interview as well as document study. Different methods of data analysis (including t-test and ANOV A) were used in the study. The results indicated that school interruption was pervasive in the zone for the last three years ranging from 14.0 percent to 19.8 percent and from 20.9 to 25.6 source for males and females respectively. It was more acute for females and for grade 9 students. The major causes of interruption were identified to be (1) difficulty in the language of instruction, irrelevance of curriculum, students' fear of academic failure, dissatisfaction with the quality of teaching, and shortage of classrooms or desks on one hand; and (2) economic constraint, parental pressure for early marriage, parental need for child labor perceived future prospect for employment or for further education and family separation. The cumulative effect of factors under these two categories had influenced both males and females in all the three grade levels equally. However, selected factors such as difficulty in the language of instruction (affected grade 9 more), fear of academic failure and parental pressure for early marriage (affected males and females, respectively) and parental pressure for early marriage again affected females or males with in a selected grade levels. Implications forwarded in terms of intervention strategies include: reviewing and improving the curriculum and methods of teaching English, professional qualification of teachers, school facilities, and building close contacts with parents, government and non government institutions. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/28218 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Classroom Instructional Problems | en_US |
| dc.title | Classroom Instructional Problems And Other Constraints as Correlates of School Interruption in East Shoa Zone | en_US |
| dc.type | Thesis | en_US |