Browsing by Author "FANUEL DAWIT CHAMASSA"

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    PRACTICE, CHALLENGES AND OPPORTUNITIES OF TEACHING CIVIC AND ETHICAL EDUCATION IN GOVERNMENT SECONDARY SCHOOLS: THE CASE OF WOLAYTA SODDO TOWN ADMINISTRATION, WOLAYTA ZONE; SOUTHERN ETHIOPIA
    (HAWASSA UNIVERSTY, 2018-10) FANUEL DAWIT CHAMASSA
    The purpose of this study was to assess the practices and challenges of teaching civic and ethical education in public secondary schools of Soddo Town Administration, Wolayta Zone. Descriptive survey design was employed to achieve the intended objectives and to answer the basic research questions. The study consisted of 2 secondary schools, 189 students, 30 Civics subject teachers and other subject teachers, 4 principals and administrative staffs from each sample school and 1 cluster supervisor. The samples respondents were selected using random sampling technique, while the key informants were selected using purposive sample selection methods based on their proximity to the case under investigation. Questionnaires and interview and document analysis were used to collect data. The data sets were analyzed using mixed analytical technique with descriptive statistics and qualitative analysis methods. The finding of this thesis revealed that inside and outside school variables challenging the teaching practice or the subject delivery. The finding regarding the challenges indicated that there was lack of teachers commitment, lack of motivation for the teachers from government and concerned bodies, the text book ambiguity and complexity, the expansion of corruption in the country and the perception of others as the subject is only for political coverage or to mobilize the people for the leading party. Teachers not committed to apply different active and participatory mechanisms because of lack of motivation and support from concerned bodies, students‟ attention to the subject is becoming less because of perception of other teachers as the subject is for political coverage, lack of democratic school administration, lack of good governance and corruption around their environment. Based on the findings, the following recommendations were made: continual training and motivation for teachers to upgrade the concepts of contents and approaches, involvement of all school community in the issue of the subject matter, improvement of the text book by avoiding content ambiguity and complexity and including different political ideology.