College of Education

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    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.
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    ACCESSIBILITY AND UTILIZATION OF ASSISTIVE TECHNOLOGY INFLUENCE ON ACADEMIC ACHIEVEMENT OF STUDENTS WITH DISABILITY IN RESOURCE CENTER: THE CASE OF MIZAN AMAN TOWN, SELECTED PRIMARY SCHOOL
    (HAWASSA UNIVERSITY, 2024-06) ALEMAYEHU KASHEKU
    This study investigated the Accessibility and Utilization of Assistive Technology Influence on Academic Achievement of Students with Disability in resource center: The Case of Mizan Aman Town, Selected Primary School. An explanatory Sequential design and a mixed research approach were used in the study. The participants involved in the study were general and special education teachers, principals, supervisors, the head of the City administration's education office, and Education experts in the Woreda/Zone education office. Generally, 66 sample subjects were included in this investigation. Questionnaires, interviews, focus groups discussion, document analysis and observation were used to collect data. The quantitative data were analyzed using frequency, percentiles, mean value, and standard deviation, whereas, the qualitative data were arranged, categorized, and subjected to thematic analysis in order to identify any developing response patterns. The findings revealed that barriers to the use of assistive technology to support academic success for children with disabilities were a lack of funding and information, a lack of budget, non-fulfillment of orders due to cost, a lack of skilled specialists in the field, and others. So, it is possible to conclude that students with disabilities in Mizan Aman selected primary School had little access to and did not have much utilize ATs in the way it is expected to be but the understanding about AT is good. In light of the findings, the study recommends that collaboration and evidence of commitment from the educational office, Woreda/Zone/schools, and other stakeholders to achieve the accessibility and utilization of assistive technology Influence on Academic Achievement of Students with disability in resource centers is necessary.
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    EXPLORING THE INFLUENCE OF CLASSROOM MISBEHAVIOR ON ACADEMIC ACHIEVEMENT: THE CASE OF TABOR SECONDARY SCHOOL STUDENTS
    (HAWASSA UNIVERSITY, 2024-06) MESERET HABTAMU
    The purpose of this study was to assess the influence of classroom misbehavior on academic achievement: the case of Tabor secondary school students. Data were gathered from a randomly selected 352 participants. A mixed research approach with a cross-sectional research design was employed. Data were gathered through questionnaires, interviews, and observations. The validity of the instrument was improved through expert review, and its reliability was assessed using the Cronbach alpha reliability test (ranging from 0.748 to 0.855). To analyze the data, both descriptive and inferential statistics (Pearson’s correlation coefficients, multiple regressions, and independent sample t-test) were used in SPSS version 25. A Pearson correlation coefficient result indicates a statistically significant and strong inverse relationship between contributing factors of classroom misbehavior and academic achievement. The results of multiple regressions indicate that the most determinant factors are peer pressure as it has the highest standardized coefficient. The independent t-test result shows that there is no statistical significant difference on students’ academic achievement due to classroom misbehavior among males and females. Depending on the findings it can be concluded that, as contributing factors of classroom misbehavior rises academic achievement tend to decline and vice versa. And, gender may not be a significant determinant in the relationship between classroom misbehavior and academic achievement. Also, the influence of peer pressures is shapes student’s behavior negatively. The study recommended that focus on empowering students to reduce negative peer influences, promoting positive peer interactions, creating supportive learning environments, and employing inclusive policies to address misbehavior regardless of gender.
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    ACCESSIBILITY AND UTILIZATION OF ASSISTIVE TECHNOLOGY INFLUENCE ON ACADEMIC ACHIEVEMENT OF STUDENTS WITH DISABILITY IN RESOURCE CENTER: THE CASE OF MIZAN AMAN TOWN, SELECTED PRIMARY SCHOOL
    (HAWASSA UNIVERSITY, 2024-06) ALEMAYEHU KASHEKU
    This study investigated the Accessibility and Utilization of Assistive Technology Influence on Ac ademic Achievement of Students with Disability in resource center: The Case of Mizan Aman Town, Selected Primary School. An explanatory Sequential design and a mixed research ap proach were used in the study. The participants involved in the study were general and special education teachers, principals, supervisors, the head of the City administration's education of fice, and Education experts in the Woreda/Zone education office. Generally, 66 sample subjects were included in this investigation. Questionnaires, interviews, focus groups discussion, docu ment analysis and observation were used to collect data. The quantitative data were analyzed using frequency, percentiles, mean value, and standard deviation, whereas, the qualitative data were arranged, categorized, and subjected to thematic analysis in order to identify any develop ing response patterns. The findings revealed that barriers to the use of assistive technology to support academic success for children with disabilities were a lack of funding and information, a lack of budget, non-fulfillment of orders due to cost, a lack of skilled specialists in the field, and others. So, it is possible to conclude that students with disabilities in Mizan Aman selected pri mary School had little access to and did not have much utilize ATs in the way it is expected to be but the understanding about AT is good. In light of the findings, the study recommends that col laboration and evidence of commitment from the educational office, Woreda/Zone/schools, and other stakeholders to achieve the accessibility and utilization of assistive technology Influence on Academic Achievement of Students with disability in resource centers is necessary.