School of Teacher Education

Permanent URI for this collectionhttps://etd.hu.edu.et/handle/123456789/309

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ASSESSING THE UTILIZATION OF INSTRUCTIONAL MATERIALS AND TECHNOLOGY IN SECONDARY SCHOOLS OF HAWASSA CITY ADMINISTRATION
(HAWASSA UNIVERSITY, 2024-05) MAHLET KASSA
The primary objective of this research was to assess the utilization of instructional materials and technology in secondary schools of Hawassa city Administration. To this end, Descriptive survey design was use. The researcher developed two types of questionnaires as the main data collecting instruments for addressing teachers and students. In addition to the main data collecting tools, interview, observation and document analysis were also used to help supplement the data gained through the questionnaires. The responses to close ended questions were analyses using SPSS statistics version 26 computer software. The data obtained through interview and document analysis were analyzed by condensing the information into key themes and topics. The findings of the study revealed that in the sampled schools availability of traditional materials like textbooks and teacher's guides was generally good, but significant gaps existed in resources such as manipulatives, visual aids, and technology-based tools. Utilization of instructional materials leaned towards traditional methods, with limited use of technology-based tools, particularly in public schools. Factors affecting application included inadequate supply and access, ineffective utilization, insufficient training opportunities, lack of support from school administration, technical infrastructure issues, and limited internet connectivity. Finally, the researcher recommends that the school administration, teachers and the concerned government bodies should work collaboratively to ensure the adequate availability and use of instructional materials and technologies for effective learning and teaching activity. Future research is suggested to assess the impact on students' academic performance.
INTEGRATING INDIGENOUS KNOWLEDGE INTO GENERAL SCIENCE: CONCEPTION AND IMPLEMENTATION OF DAWURO ZONE PRIMARY SCHOOL TEACHERS IN LOMA BOSA WOREDA, ETHIOPIA
(Hawassa University, 2024-05) MARTA JINGAW TENKU
The objective of this study was to explore teacher’s conception on the integration of indigenous knowledge in general science in the case of governmental primary schools of Dawuro zone Loma Bosa Woreda. Out of 30 governmental primary schools in the Woreda 10 primary schools were selected by using simple random sampling technique and all teachers teaching General science were purposively sampled. School principals, cluster supervisors and department head teachers were also purposively included in the study. The instruments used to collect data were questionnaire, interview and actual classroom observation. The finding of the study revealed that teachers have a positive perception on the integrating of IK into General Science. The sum mean score was 3.56 (with a standard deviation of 0.72), reflecting favorable perceptions. This finding was supported by interviews with cluster supervisors, school principals, and department heads. The other issue addressed in this study was about the level of awareness of teachers on the integration of indigenous knowledge. As the result, the study exposed those teachers demonstrated moderate level of awareness regarding the integration of IK in General Science teaching. The average score was 2.52 (with a standard deviation of 1.1), interview data and classroom observations further supported this finding. Teachers actively engaged with Indigenous knowledge during General Science instruction, resulting in an overall mean score of 2.92 (with a standard deviation of 0.87). Even though, the observation data showed that the teachers’ practical implementation of integration of IK was assessed as poor. The other question focused in the present study was about the major challenges teachers were facing during integrating the indigenous knowledge in teaching General science. Despite positive perceptions and awareness, challenges persisted in the study; for instance, insufficient well-documented resources and inadequate training in IK hindered successful integration into the General Science curriculum. The scarcity of relevant national and local resources, including IK-focused textbooks for students and teachers’ guides, posed additional obstacles. Depending on the finding of the study it was recommended that, addressing resource gaps and enhancing training opportunities are crucial for effective integration of IK in General Science teaching
INVESTIGATING THE CONTRIBUTION OF CONTINUOUS ASSESSMENT TO SECONDARY SCHOOLS’ PHYSICS CURRICULUM IMPLEMENTATION AND PUPILS LEARNING PERFORMANCE IN SELECTED PUBLIC SECONDARY SCHOOLS IN CENTRAL ZONE OF SIDAMA REGIONAL STATE, ETHIOPIA
(HAWASSA UNIVERSITY, 2024-06) Daniel Solomon Boroda
The purpose of this study was to investigate the implementation of continuous assessment in selected government secondary schools in central zone of sidama regional state. For this study, the researcher was employed concurrent triangulation mixed design, Simple random sampling, systematic sampling and purposive sampling techniques respectively. Both primary and secondary sources of data were used. The study was also involved 5 secondary schools, 230 respondent students, 15 teachers, 5 principals, 5 vice-principals, 3 school supervisors and 6 education office officers. Data gathering instruments were questionnaire, interview, document analysis and observation. The quantitative data were analyzed using descriptive statistics through applying SPSS soft ware version.26. The qualitative data were summarized by using narrative technique of analysis. The major findings show that: Teachers fail to discharge their professional responsibility to implement continuoues assessment strategies. There is no effective & objective orreinted follow up and support from school leaders. More over the major factors affecting the implementation of continuous assessment were: lack of understanding, lack of commitment, irregular students’ presence in class, lack of adequate curriculum materials, large class size, lack of providing laboratory practical activities, lack of in-service training, lack of integrated uniform guide lines for curriculum & continuoues assessment implementation. based on the major findings and conclusion drawn possible recommendations were made: pysics teachers should implement physics curriculum & continuoues assessment in detail & integrated way to improve studets learning performance, physics teachers should participate in school based continuous professional development program to improve their knowledge & skill of continuoues assessment, school leaders & education office should supply necessary materials & they should also conduct follow up regurarly, the regional education bureau should prepare and provide in-service training and continuoues assessment implementation guideline.
PRACTICES AND CHALLENGES OF IMPLEMENTING COOPERATIVE LEARNING METHODS IN CHEMISTRY SUBJECT FOR GRADE 9 - 12 AT BENSA WOREDA SECONDARY SCHOOLS, EAST SIDAMA ZONE, ETHIOPIA
(Hawassa University, 2024-06) TESHOME BEKELE BESHERU
The main objective of this study was to investigate the practices and challenges of implementing cooperative learning methods in the subject of chemistry at BensaWoreda secondary schools. To achieve these objectives, specific questions were raised regarding the practice of cooperative learning at BensaWoreda Secondary School. The design of this study was a descriptive survey research design. The researcher used both primary and secondary sources of data. The collected data was analyzed using frequency, percentage, mean, standard deviation, and t-test. The study was conducted using quantitative and qualitative methods, in which students, teachers, principals, supervisors, and the department head participated. Students were selected through stratified sampling; teachers were selected through simple random sampling. Additionally, the study was conducted at three secondary schools. These schools were selected through simple random sampling. The study involved 43 students, 91 teachers, 3 principals, and 1 cluster supervisor. The applicable data for the study was collected through questionnaires, interviews, observations, and document analysis. Principals, supervisors, and department heads are selected through available sampling. The findings showed that the implementation plan for cooperative learning methods is generally not being effectively planned in chemistry subjects within the sampled secondary schools in Bensaworeda. The findings showed thepractice of implementing cooperative learning methods generally not being effectively implemented in chemistry subjects within the sampled secondary schools in Bensaworeda. The finding also revealed that there were specific challenges that affect the implementation of cooperative learning in secondary schools.The finding also revealed that there were specific strategies improved to implement cooperative learning in secondary schools.Therefore, the BensaWoreda education department must pay attention to the practice gaps in the implementation of chemistry subjects for grades 9 - 12 in secondary schools. And based on the major findings, the study concluded that cooperative learning implementation was unsatisfactory. Thus, this might affect the teaching and learning process in schools and later affect the implementation of cooperative learning. Finally, the researchers recommend that in order to implement cooperative learning strategies in public secondary schools in the Woreda educational office, supervisors, principals, teachers, and students have to be recommended.
The Development and Validation of Mathematics Learning Motivation (MLM) Instrument and the Effect of MLM on Academic Achievement: The Case of Undergraduate Students in Selected Public Universities of Ethiopia
(HAWASSA UNIVERSITY, 2024-01) BELAY BEKELE
This study aimed at developing and validating MLM instruments in the context of Ethiopia and accordingly exploring the influence of MLM on mathematics achievement and academic achievement of university undergraduates in Ethiopia. Quantitative approach was employed and data was obtained on a random sample of 400 undergraduate students (M=245 and F=155) from three Ethiopian public Universities by using self-reported questionnaire and Math achievement test. The instrument, which was adapted from Butler (2016), Al Mutawah (2015), Vallerand and Blssonnette (1992), Lubienski, Robinson, Crane and Ganley ( 2013), and Ayodele(2011) consists of measures of self-efficacy, self-concept, self-determination, expectancy-value, anxieity, attribution, and achievemen-goal related motivation. In addition, a 25-item Mathematics Achievement Test (MAT) was developed and validated to measure mathematics achievement. The internal consistency reliability of the MAT was found to be high (alpha =0.84). Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were employed to assess systematic relationship between math self-beliefs and math achievement. Univariate Analysisis of Covariance (ANCOVA) and Multivariate Analysis of Covariance(MANCOVA) were also employed. Results reveal that self-concept, anxiety, and achievement-goal theories contribute to the valid 22-items MLM instrument in the case of Ethiopia; mathematics self-concept, and anxiety have a significant influence on mathematics achievement, whereas achievement goal have no significant influence on mathematics achievement. There is significant main effect and pair-wise interaction effect of self-concept, anxiety, and achievement-goal on math achievement. Mthematics achievement significantly predicts the academic achievements of university underaduates in Ethiopia. In conclusion, the self-concept, anxiety and achievement-gaol are the dominant determints of MLM in the case of selected Public Univerisites of Ethiopia. Finally, the study delineates the inferences for teaching and learning, and research.
THE EFFECTS OF FLIPPED CLASSROOM INSTRUCTION ON STUDENTS’ ENGLISH ACADEMIC ACHIEVEMENTS IN EMDIBER GENERAL SECONDARY SCHOOL IN CHEHA WOREDA, GURAGE ZONE
(Hawassa University, 2024-11) REMLA SHEREFA SEID
This study aimed to investigating the effects of flipped classroom instruction on students’ English academic achievements in Emdebir General Secondary School, Cheha Woreda, Gurage zone. The researcher employed a mixed-methods sequential explanatory design was used. The quantitative data was collected through a quasi-experimental design and the qualitative data was followed using focus group interviews to clarify the experiment's results. From five sections two sections were selected as control group (N=40) and experimental group (N=40) by using simple random sampling techniques. Pre-test and post-tests were administered before and after the intervention. The control group was exposed to traditional lecture-based instruction, whereas the experimental group received flipped classroom instruction (intervention), and the experimental group students were involved in the advanced sharing of eight video lectures through the telegram group and Xender. In this study, data were gathered through student achievement tests, focus group interviews were conducted with 10 experimental group students, and a checklist-based observation was also made to determine school technology availability. The quantitative data were analyzed with independent samples t-test (using SPPS v27) to compare pre-test and post-test across the groups, whereas the qualitative data was analyzed through narration. The findings revealed that the implementation of flipped classroom instruction in the English classrooms results in a statistically significant difference at the level of significance (α <0.05) between control and experimental groups. The study also found that students had positive attitudes towards the flipped classroom instruction they were considerably satisfied with them. The study also found that the flipped classroom instruction is more engaging and effective than the traditional lecture method by enhancing student’s communication with peers, improving understanding, and increasing motivation to learn English. The study concludes that flipped classroom instruction is a powerful teaching strategy when used by secondary school students to improve their English, as it fosters active learning, peer interactions, and engagement with their peers. Based on these findings, the study provides pedagogical implications and suggestions for integrating flipped classroom instruction in secondary school English language classrooms.