Information Technology (MoE for teachers)
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Item PRODUCTIVITY ENHANCEMENT FOR JOB SHOP SCHEDULING PROBLEM USING GREY WOLF OPTIMIZATION (GWO) ALGORITHM: (CASE STUDY OF AKAKI BASIC METAL INDUSTRY)(Hawassa University, 2023-10-22) BEZABIH GEBEYEHU YEDOEthiopian metal manufacturing industries are struggling with a long manufacturing cycle, which results in lower efficiency. Because of issues with improper job allocation on the given machines and machine failure, Akaki BMI has performed significantly worse than other major metal industries in Ethiopia. The necessary data was gathered from company reports and questionnaires in order to investigate existing issues that impede industry productivity. The sample size considered is 107, of which 98 completed and returned the questionnaires on time, yielding a response rate of approximately 91.6%. It was determined that the major issues affecting Akaki BMI's productivity are related to machinery failure and scheduling. The industry employs a First Come First Serve (FCFS) scheduling method. Thus, the main concern of this research was to pinpoint the causes of the aforementioned problems and to look for different alternative mechanisms/techniques to come up with the best solution. The solution to scheduling problems is presented and analyzed using the LEKIN and MATLAB software. From the study analysis, GWO based scheduling has better to increase productivity by reducing the makespan, total flow time, total tardiness of the jobs and energy consumption of each machine in the machine shop during both operation time and idle time . Finally, the findings of the study using FCFS and GWO algorithms showed that the makespan 385 & 225 minutes respectively, which is reduced by a 41.56% improvement, total flow time 5010 & 3840 minutes respectively, which is reduced by a 23.35% improvement, total tardiness 2778 & 1553 minutes respectively, which is reduced by a 44.1% improvement, total energy consumption during operation time of the machines shop 1314.53 & 883.9 kWh respectively, which is reduced by a 32.76% improvement, total energy consumption during idle time of the machines 888.625 & 449 kWh respectively, which is reduced by a 49.47% improvement, and the machine productivity could also be improved by 41.55% per machine/minutes improvementItem CHALLENGES OF ICT INTEGRATION IN ETHIOPIAN SECONDARY SCHOOLS: THE CASE OF GURAGE ZONE ENOR WOREDA SECONDARY SCHOOLS(Hawassa University, 2024-05-13) TILAHUN GERESSUThis research explores the challenges of Information and Communication Technology integration in ethiopian secondary schools. Utilizing both qualitative and quantitative approaches, data was collected through interviews, questionnaires, and observations to provide a comprehensive understanding of the difficulties faced by students and teachers. The study highlights several major findings. Students in rural areas often exhibit limited practical ICT skills due to a lack of hands-on learning opportunities, inadequate access to functional ICT tools, and insufficient exposure to real-world applications. Confidence in using ICT is low, largely because of outdated or malfunctioning equipment and a lack of consistent teacher support. Significant gaps in digital literacy were also found, particularly in software use, online study, and digital safety. The study further identifies several infrastructure-related challenges, such as limited ICT equipment, poor internet connectivity, frequent power outages, and inadequate teacher training in ICT. In conclusion, ICT integration in rural secondary schools is hindered by a range of factors, including financial constraints, cultural barriers, and low student motivation. The research recommends increased investment in ICT infrastructure, teacher training, and digital literacy programs. Addressing financial and infrastructural limitations through government and NGO support, enhancing community awareness, and developing localized digital content are also suggested as strategies for improving ICT integration. These measures, coupled with alternative power solutions and curriculum revisions, aim to foster an environment where students can effectively engage with technology, contributing to the overall socio-economic development of rural communitiesItem ASSESSMENT OF STUDENTS DIGITAL SKILL IN ETHIOPIAN HIGH SCHOOLS: (IN CASE OF EAST GUJI GIRJA WOREDA)(Hawassa University, 2024-04-14) FIROMSA DENUInformation and Communication Technology (ICT) is becoming increasingly important for sustainable development, in our daily lives and in our educational system. Therefore, there is a growing demand on educational institutions to integrate and use ICT for enhancing the teaching and learning process and for the students to acquire the necessary skills in this 21st century. ICT is the process of gathering, creating, processing, and storage of information by using hardware, software, as well as the internet and global system of mobile communication (GSM). Realizing the effect of ICT on the workplace and everyday life, today’s educational institutions try to restructure their educational curriculum and classroom facilities, in order to bridge the existing technology gap in teaching and learning especially in developing countries like Ethiopia .There exists problems in the inadequacy of exploiting ICT in secondary schools such as lack of the requisite skills and interest of the most teachers as well as lack of active participation digital skill use of student were the widely observed problems in Ethiopia in general and in selected secondary school of this study. Specifically, the objective of this study was focused to assessment of student digital skill in Ethiopian high schools (in case of East Guji Girja Woreda). The research design selected for this study is a descriptive analysis approach and the study areas of this research were East Guji Girja Woreda secondary schools located in Oromia region. The total population of the study was 231 Individuals and the sample size was 144 respondent i.e. 144 students selected using simple random sampling technique and 4 interviewees were selected using purposeful sampling method. Here, in order to collect data from the respondents, 26 questions of the questionnaire for 144 students, and 12 interview questions for 4 teachers were used. Then the data analysis mechanism was by using SPSS software package, and descriptive analysis. Majority of the responses gathered from the three tools shows that there was lack of knowledge and skill of ICT students. In this case, Performance Expectancy, Effort Expectancy , Social Influence , Facilitating Conditions , Behavioral Intention as well as Digital Skills were the independent variables while assessment of student practicing ICT digital skill was the dependent variable. Five mentioned variables have influenced on the Behavioral intention to use new technology. The result shows that there was highly unsatisfied in their learning and using ICT. The lack of attention to improve digital skill in the school and they exists weakness on the position of ICT resources and poor in developing skill students were the major findingsItem INTEGRATING MOBILE LEARNING TO ENHANCE STUDENT ICT DIGITAL SKILL IN RURAL HIGH SCHOOLS IN ETHIOPIA: (CASE OF GOLOLCHA WOREDA SECONDARY SCHOOLS(Hawassa Inversity, 2024-07-12) Ketema SimeThere is growing recognition of the benefits of using ICT to enhance instruction and learning. Information technologies have advanced tremendously in the modern era, increasing interest in using technology to suit human needs. In the past, the use of technical devices was confined to a certain region or environment; however, in more recent times, these locations and environments have acquired their own specialties, and mobile phone usage has increased significantly, even in rural areas of the nation. A single device in the palm of one's hand may now access an ever-expanding range of information thanks to mobile technology. Cell phones, smartphones, palmtops, and handheld computers are common examples of devices used for mobile learning; tablet PCs, laptops, and personal media players can also be included in this category. The term "mobile learning" (M-Learning) describes the use of wireless or mobile devices for learning while on the go or wherever you go. to close the current technological divide in education, particularly in poor nations like Ethiopia. Problems with inadequate ICT infrastructure in Ethiopian rural high schools include a shortage of computers, computer labs, internet connectivity, and electricity. Both the study's selected secondary schools and Ethiopian rural secondary schools in general had these problems. Therefore, the primary goals of the study were to improve the educational process and create a model for incorporating M-learning to increase students' ICT digital skills in rural secondary schools. The Gololcha woreda secondary school served as the study location, and a descriptive analytic approach was chosen as the research strategy. Specifically: Temamo, Dinsa, and Gololcha Secondary School, situated in the Oromia region's east Bale zone. There were 515 people in the study's overall population, and there were 216 responses, or 216 pupils chosen by simple random sampling and 24 interview subjects chosen by deliberate sampling. Here, 32 questionnaire questions for 216 students, interview questions for 6 interviewees, and four observation criteria were used to gather data from the respondents. Descriptive analysis and the SPSS 27 software package were then used as the data analysis mechanism. The majority of results obtained from the three instruments indicate that rural secondary schools lacked ICT digital skills. In this instance, the dependent variable was actual use of mobile learning, behavioral intention to use is intermediate variable and the independent factors were perceived usefulness, perceived ease of use and facilitating conditions. Individuals' intentions to use new technology have been influenced by the five factors stated. The main conclusions were that there was a lack of focus on enhancing ICT digital skills in rural secondary schools, as well as a deficiency in the way ICT resources were positioned and students' skill development was lacking.Item Implementation Challenge of School Management Information System (SMIS): (the Case of Alem-Gebeya Town Public Secondary School) Thesis submitted to the Department of Information Technology in partial fulfillment of MSc, in Information Technology(Hawassa University, 2024-03-17) WABELA KEMALThe study helps to investigated the factors those contributed to the implementation challenge of the School Management Information System (SMIS) technology the case of Alem-Gebeya Town Public Secondary school. The produced & distributed the equipment of the innovative School Management Information Systems’ (SMIS) technological tool has been in-placed at the Alem Gebeya Town Public Secondary school, however it has disservice in the peripheral area, and due to this automating school’s daily activities have been difficulty problem in the peripheral area. The theoretical parts of the study aimed at gaining information about Personal, Internal, and External related socio-economic factors that contributing to the implementation challenges of the automated system, to identify associated effects in the study area. The selected School survey study required in the study area in order answered the following the three research questions:- (1) what are the sources of contributing factors to the implementation challenge of School Management Information System (SMIS)?; (2) How to determine the influences of factors that contributed to the implementation challenge of School Management Information System (SMIS)? and (3) how to investigate the influences of factors to address the challenges in the study area? The study adopted descriptive survey and employed both Quantitative & Qualitative research methods. In the actual research survey in probability sampling selection approach the researcher used simple random and purposive sampling techniques to administer questionnaire to each sampled respondents. Accordingly noted by (Kothari’s) determination of sample size formula 46 respondents were chosen from the total 66 academic and administrative staffs in the selected school. The researcher used questionnaires, interviews and observation as Data collection tools and techniques. The collected data were analyses on the use of Statistical Package for Social Science (SPSS-27.0.1) application soft ware tool on the descriptive statistics techniques like mean, standard deviation, frequency and percentages. The background of the respondents’ information presented within tabular frequency and percentage. The results of the study shown Personal, Internal, and External related socio-economic factors and the respondents’ demographical factors influenced the implementation of the automated School Management Information System (SMIS) technology in the study area. Due to this, most common mode of the school works on manual-based, which is inefficient and ineffective in the selected school. The study recommended:- the secondary school’ academic and administrative staffs should take concrete corrections on their poor perceptions toward easefulness, usefulness and availableness of the automated SMIS system. Schools should know the produced the SMIS technology surely has not usability issues (problems) on the school works, which means it is trust full for any school’s task management procedures. The automated SMIS technology would have required attempter school. Hence, the school should attempt to implement it in their task management procedures. Schools should take concrete corrections regard reporting data through using the automated SMIS technology will punish our school’s political situation (hint: finance audit, students dropout, pass & fail, bureaucratic). In addition, officials and schools should establish organized the SMIS teams/committees in school level up to officials in the study areaItem ASSESSING TEACHER’S EXPERIENCE ON THE USE ICT TO FACILITATE TEACHING IN SECONDARY SCHOOLS IN ETHIOPIA(Hawassa University, 2024-08-10) MUSA AMANIn both our everyday lives and our educational system, information and communication technology, or ICT, is becoming more and more crucial for sustainable growth. As a result, educational institutions are under increasing pressure to incorporate and use ICT to improve the teaching and learning process and give students the skills they need to succeed in the twenty-first century. The process of collecting, generating, processing, and storing information through the use of hardware, software, the internet, and the global system of mobile communications (GSM) is known as information and communications technology (ICT). This study aims to evaluate teachers' perceptions on "teachers' experience on the use of ICT to facilitate teaching in secondary schools: in case of Ginnir Woreda secondary schools." Dello Sebro, Elbuko, Akasha, and Kara Ifa Boru secondary schools in the Oromia region of Ginnir Woreda were the study sites for this study, which used a descriptive analysis approach as its research design. There were 143 people in the study's overall population, and 115 people made up the sample size, which included 9 interviews chosen by deliberate sampling and 111 teachers chosen through basic random sampling. Here, 31 questionnaire questions for 115 teachers and 4 interview questions for 9 interviewees were utilized to gather data from the respondents. Descriptive analysis and the SPSS software program were then used as the data analysis technique. The majority of the responses obtained from the three tools indicate that teachers lacked ICT skills and expertise. In this instance, the effective use of ICT in teaching was the dependent variable, and the independent variables were behavioral intention to use, support, and professional development; perceived ease of use of ICT in teaching; perceived usefulness of ICT; barriers that prevent ICT from being used in teaching; and attitudes toward using ICT in teaching. The intention of each individual to adopt new technology has been influenced by the six variables listed. According to the study, there are time limits, technological problems, training and support requirements, and a lack of resources. The study finds that lack of ICT training, insufficient ICT resources, and inaccessibility and unavailability of ICT resources are frequent obstacles that prevent teachers from utilizing ICT to support teaching and learning. The statistical software known as SPSS tools was used to analyze the data.Item The Role of Continuous Professional Development (CPD) for ICT Training and Perception of Secondary Schools Teachers for ICT Adoption for Teaching and Learning(Hawassa University, 2024-03-10) Merhatsidk NekatibebThis study was explored the significance of Continuous Professional Development (CPD) in enhancing ICT training among secondary school teachers in the Gedeo Zone, Wenago Wereda. The study utilized a mixed-methods approach, combining quantitative and qualitative data through a sequential explanatory design. Research was conducted in three secondary schools in the Wonago, Sokicha, and Hase Haro areas of South Ethiopia, Gedeo Zone, focusing on teachers involved in CPD programs. The total population for this study comprised 165 individuals, with a sample size of 90 participants determined using the Yamane formula. Respondents were selected through simple random sampling, and data collection involved structured surveys and semi-structured interviews to capture teachers' attitudes towards CPD and ICT integration. Quantitative data were analyzed using the statistical package for social science (SPSS) version 20.0, utilizing descriptive statistical techniques such as frequencies and percentages. Data were presented in tables and diagrams, while qualitative data were conveyed in narrative format. The analysis integrated descriptive statistics and thematic analysis to provide a comprehensive understanding of the challenges teachers faced in ICT adoption. This study was explored the significance of Continuous Professional Development (CPD) in enhancing ICT training among secondary school teachers in the Gedeo Zone, Wenago Wereda, emphasizing the crucial role of Continuous Professional Development (CPD) for teachers. Despite a significant recognition of CPD's importance—69.1% of teachers acknowledged its necessity for improving ICT skills and 81.5% recognized its role in enhancing teaching techniques—an alarming 98.8% reported having received no formal ICT training. This gap highlighted systemic barriers, including a lack of resources, insufficient motivational support, and time constraints, which hindered effective CPD implementation. Theoretical frameworks such as Andragogy, Transformative Learning Theory, and Communities of Practice underscored the need for tailored CPD programs that addressed the specific challenges faced by educators. While teachers expressed enthusiasm for ICT, they often resisted adoption due to inadequate training and support. Empirical evidence revealed a disconnect between training and practical ICT integration, with only 2.5% of teachers utilizing learning web portals, indicating minimal engagement with digital resources. The findings emphasized the necessity for CPD initiatives to focus on developing technical skills and fostering a collaborative culture among teachers. Despite recognizing CPD's potential to improve perceptions of ICT, significant challenges remained due to resource limitations and disparities in access across regions. Moreover, the absence of robust monitoring and evaluation mechanisms hindered the assessment of CPD initiatives' impact. Qualitative feedback from school principals highlighted the transformative potential of well structured CPD programs in boosting teachers' confidence and knowledge in ICT. Establishing Professional Learning Communities could facilitate the sharing of strategies and experiences, promoting continuous improvement in teaching practices. To address these challenges, the study recommends developing tailored CPD programs focused on relevant ICT skills, enhancing resource allocation, and providing formal ICT training. Establishing Professional Learning Communities can foster collaboration among educators, while implementing robust monitoring and evaluation mechanisms will ensure CPD effectiveness. By prioritizing these initiatives, Wenago Schools can significantly improve ICT integration and educational outcomes for studentsItem ICT ADOPTION IN SELECTED SECONDARY SCHOOLS OF SIDAMA REGION FOR ENHANCED TEACHING AND LEARNING PROCESS(Hawassa University, 2022-04-08) GEMEDA YACHISOInformation and Communication Technology (ICT) is becoming increasingly important for sustainable development, in our daily lives and in our educational system. Therefore, there is a growing demand on educational institutions to integrate and use ICT for enhancing the teaching and learning process and for the students to acquire the necessary skills in this 21st century. ICT is the process of gathering, creating, processing, and storage of information by using hardware, software, as well as the internet and global system of mobile communication (GSM). Realizing the effect of ICT on the workplace and everyday life, today’s educational institutions try to restructure their educational curriculum and classroom facilities, in order to bridge the existing technology gap in teaching and learning especially in developing countries like Ethiopia .There exists problems in the inadequacy of exploiting ICT in secondary schools such as lack of the requisite skills and interest of the most teachers as well as lack of active participation IT skill use of student were the widely observed problems in Ethiopia in general and in selected secondary school of this study. Hence, in order investigate the practical weakness and strength of the teaching learning process of ICT class enforced to develop a model for improving the process of ICT adoption for the teaching and learning process. Specifically, the objective of this study was focused on examining ICT adoption in selected secondary schools in Sidama region. The research design selected for this study is a descriptive analysis approach and the study areas of this research were Aletawondo, Gordama, and hula secondary schools located in Sidama region. The total population of the study was 1120 individuals and the sample size was 287 respondent i.e. 280 students selected using simple random sampling technique and 18 interviewees were selected using purposeful sampling method. Here, in order to collect data from the respondents, 40 questions of the questionnaire for 280 students, and 7 interview questions for 18 interviewees and 5 observation criteria were used. Then the data analysis mechanism was by using SPSS software package, and descriptive analysis. Majority of the responses gathered from the three tools shows that there was lack of knowledge and skill of ICT teachers. In this case, level of effectiveness of ICT adoption use, perceived benefits of using ICT, factors affecting ICT adoption, readiness and interest as well as IT Skills were the independent variables while ICT adoption teaching and learning process was the dependent variable. Five mentioned variables have influenced on the individual intention to use new technology. The result shows that there was highly unsatisfied in their learning and using ICT. The lack of attention to improve ICT adoption in the school and they exists weakness on the position of ICT resources and poor in developing skill students were the major findingsItem Assessment of the Potential of Flipped Classroom Instruction in the context of High School Information Technology Subject(Hawassa University, 2023-03-10) ENDALE ALEMAYEHUCurrently traditional teaching methods focuses on knowledge transfer, ICT application merely confined in the presentation and demonstation and, no monitoring and evalution mechanisms on delivery of in structions. The Dictionary of Educational Technology defined Flipped Classroom as a form of blended learning, which is the practice of students watching lecture material (usually in video form) at home, and then practicing their learning in an interactive environment in the classroom. The study aims to in vestigate the potential of flipped classroom instruction in the context of high school Information Tech nology subject in these days of fair abundance of Smartphone’s in the hands of the students. The re search was conducted in two Hawassa rural vicinity schools using Grade 10 students as experimental cases. The overall methods used in the research was design science research using teacher-created vid eo-based lecture notes as an intervention for experimental groups while delivering the same content in a classroom-based delivery mechanism for control groups. Prior to this quasi-experimentation, a school survey was conducted in two Hawassa City vicinity rural schools to assess their level of readiness for flipped classroom. Student participants for the experimental study were selected in a two stage process. Volunteer students who have access to Smartphone’s are invited to register for research-based tutorial classes. Among those registered in two schools (Hawalla Wondo and Gemeto Secondary Schools), the first 20 registered students in each schools were given a pre-study tests based on the first Unit of Grade 10 Information Comminication Technology (ICT) textbook. The two schools are found in two Kebeles in the rural part of Hawassa City built primarily to serve the respective Kebele communities. The Better performing 20 volunteer students (N=10 at each school) are then allowed to participate in a non-graded tutorial ses sions by two teachers (the researchers and another ICT teacher). Students from the school where the re searcher teach was taken as experimental group and are exposed to flipped classroom based teaching whereas another 10 from the other school are considered as control-group and participated in a lecture based instruction. The two teachers were meeting on weekly basis to discuss the instructional and as sessment activities of the week which are prepared by the teacher-researcher as a PowerPoint (PPT) presentation. The topics covered were taken from Grade 10 Word-processing Unit. The weekly teachers’ meetings were also used to evaluate the previous week’s activities and planning improvement for the forthcoming one. The tutorial-based quasi-experimentation was conducted for 4 weeks during December 2021. The intervention for the experimental groups involved in-advance sharing of materials in PPT and teacher-created video-lectures through Telegram channel and Xender usually on Thursday of Week3for interactive classes in Week4. The Control Group tutorial classes were given in the same week and stu dents were exposed to the PPT material at the same time (during Week4). An identical post-test quiz and laboratory tests were given for the two groups and their results was analyzed with independent samples t-test (using SPPS v26) to evaluate the difference between the two groups. The readiness assessment was undertaken using a questionnaire survey by considering teacher and stu dents factors in two rural schools in Hawalla-Tula Sub-City of Hawassa City. A checklist-based obser vation was also made to determine school (technology availability). Stratified sampling technique was used to select student and population level teacher participants. Response for open-ended questionnaire items as well as the checklist-based data was analyzed using content analysis method. The main objectives of this study are to assess the readiness levels of flipped classrooms and compare flipped and traditional classrooms. Teachers and students' readiness levels are very high. In this exper iment, flipped classroom teaching methods outperformed traditional teaching methods in student aca demic performance between groups but did not make a difference within a groupItem Evaluation and Utilization of Information & Communication Technology (ICT) Infrastructure in Secondary Schools of Silti(Hawassa University, 2023-07-03) HAMDELA KEDIRThe purpose of this study was to evaluate the status of availability and utilization of ICT infrastructure for teaching and learning purpose in selected secondary schools of Silti woreda in silte zone. Descriptive survey method was used where both quantitative and qualitative methodologies were employed. The study was conducted in 3 selected secondary schools, which contained 70 teachers, 5 principals, 86 students and 2 ICT personnel. The teachers were selected by simple random sampling technique, and students were selected by convenience sample technique, school principals and IT personnel participated in the interviews were selected by purposive sampling technique. The instruments employed to collect data for the study were using a closed and open ended questionnaire, semi structured interview, and checklist based observation, FGD and document analysis. The data collected were analyzed by SPSS 26 version of computer program to compute percentages, mean and pie-chart also used referential statics (reliability test, regration , Anova test were employed). It was found that the availability and utilization of ICT facilities for teaching purpose in secondary schools of the woreda was very low and for effective utilization of ICT facilities different factors were observed. There were no differences in perception among teachers and students to use ICT facilities for teaching and learning purpose. The Major challenges observed by schools were poor perception of ICT facilities and the utilization of ICT facilities, shortage of computers, absence of internet access, lack of finance (budget for maintenance), weak management of ICT infrastructure, absence of training offered to teachers, lack of computer laboratory rooms, absence of school based ICT policy, lack of qualified IT teachers and technical assistants. It was concluded that the availability of ICT infrastructure in silti woreda is not in adequate level and ICT facilities were not effectively utilized in the teaching and learning processes, school leaders, woreda, zone & regional government had not fully supported the ICT program to integrate ICT in teaching and learning processes. It is thus recommended that, the schools administrative bodies, woreda, zone and regional government should support the schools by supplying necessary ICT facilities for schools. They should also provide technical support and training opportunities for principals, & teachers through workshop, in-service training