Evaluation of the Impiementation of Grade Eight Social Studies Syllabus in I1lubabor Zone. The Case of Metu Town and Metu Woreda
| dc.contributor.advisor | Devi, Usha(PhD) | |
| dc.contributor.author | Ademe, Amare | |
| dc.date.accessioned | 2018-08-06T11:30:38Z | |
| dc.date.accessioned | 2023-11-05T09:04:35Z | |
| dc.date.available | 2018-08-06T11:30:38Z | |
| dc.date.available | 2023-11-05T09:04:35Z | |
| dc.date.issued | 2006-06 | |
| dc.description.abstract | Curriculum implementation is said to be effective if it is implemented as suggested in the syllabus. On this line Derebssa (2004:240) suggested that curriculum can not achi ve its objectives unless it is taught (implemented) in the way it is intended to be. In view of this, the aim of this study is to evaluate the discrepancies between the curriculum anticipation and realities and to identJy the factors that hinder effective implementation of grade eight social studies syllabus in upper primary schools of Metu town and Metu woreda using the descriptive survey method . To this effect, all upper primary schools (seven in number) were incorporated in the study. Main sources of data were all grade eight social studies teachers • and all school officials (principals, vice principals and social studies department heads) of the concerned schools and students focus groups in each school. The major data collection tools were questionnaire, observation and foeus groups discussion. The findings of the study revealed that the teaching learning environments are not conducive as it should be, though teachers' attitude is more of positive, • they lack interest to the teaching profession and most teachers exhibitcd weak classroom performance so that they could not apply the instructional I guidelines as suggested in the syllabus. This implies that there are great discrepancies between the curriculum anticipation and realities. Therefore, the eurriculum implementation process in the study area was not effective. According to the study major factors that hinder the effectiveness of the implementation of grade eight social studies curriculum were large class size, shortage of student textbook, teacher's work load, inadequacy of the period allotted to cover the syllabus and teacher's lack of interest to the profession. Based on the findings of the study different recommendations are suggested in order to improve the implementation of the syllabus under study and minimize the discrepancies between curriculum anticipation and realities in the study area. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/11062 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Evaluation of the Impiementation | en_US |
| dc.subject | of Grade Eight | en_US |
| dc.title | Evaluation of the Impiementation of Grade Eight Social Studies Syllabus in I1lubabor Zone. The Case of Metu Town and Metu Woreda | en_US |
| dc.type | Thesis | en_US |