Evaluation of the Implementation of Grade Nine Mathematics Syllabus in Addis Ababa Administrative Region
| dc.contributor.advisor | Nasir, Elias (PhD) | |
| dc.contributor.author | Deressa, Solomon | |
| dc.date.accessioned | 2018-10-25T07:08:50Z | |
| dc.date.accessioned | 2023-11-10T13:01:43Z | |
| dc.date.available | 2018-10-25T07:08:50Z | |
| dc.date.available | 2023-11-10T13:01:43Z | |
| dc.date.issued | 2004-06 | |
| dc.description.abstract | This study was intended to evaluate the implementation of grade 9 mathematics syllabus in selected secondary schools of Addis Abba looking at whether or not the schools are in line with the demands of the syllabus, teachers' use of instructional guidelines as required and students' behavioral development towards learning mathematics as a result of the implementation process. To this end, 40 grade 9 mathematics teachers, 142 students taught by these teachers (18 students from each of seven schools and 16 students from one school), and 8 school directors were included in the study. The teachers and student subjects were randomly selected from the randomly selected eight high schools functioning in Addis Ababa in 2003/4 academic year. The school directors were directors of these selected schools. The study noted that the physical and instruction facilities available in the schools were found to be less suitable for effective implementation of the syllabus. The large number of factors were identified that seems to have hindered the proper implementation of the syllabus. Some of the factors are the overcrowdness of the classrooms, the trend of practicing the traditional method of teaching (teacher-centerdness) on the part of the teachers during classroom instructional activities, the poor communication system /' existing among teachers and teacher and other school community members to implement the syllabus, and lack of commitment by the teachers were identified as factors that contributed to the less effectiveness of the implementation of the syllabus. The study also indicated that students do not seem to have developed positive attitude towards learning mathematics as a result of the implementation process. Based on the findings of the study, some recommendations were suggested at least to minimize the problems that were thought to have negative influence on the effective implementation of the syllabus. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/13179 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Grade Nine Mathematics Syllabus | en_US |
| dc.title | Evaluation of the Implementation of Grade Nine Mathematics Syllabus in Addis Ababa Administrative Region | en_US |
| dc.type | Thesis | en_US |