http://ir.haramaya.edu.et//hru/handle/123456789/16 2026-10-19T08:27:47Z http://ir.haramaya.edu.et//hru/handle/123456789/8710 SOCIAL INTERACTIONS AND SOCIAL TIES AMONG CONDOMINIUM NEIGHBORHOODS: THE CASE OF HARARI REGION CONDOMINIUM SITE Afework Demu Tura This research assesses the social interactions and relationships among residents of condominiums in Harar City, Ethiopia, created under the Integrated Housing Development Program (IHDP). As urbanization accelerates and high-rise condominiums become more common, traditional community dynamics are disrupted, raising concerns about social cohesion and neighborly connections. Using Social Network Theory and Symbolic Interactionism, this study employs a mixed-methods approach, combining surveys, focus group discussions, in-depth interviews, key informant interviews, and observational data and thematic analysis to understand how factors like demographics, culture, environment, and behavior influence social ties in these condominium settings . Findings from 170 survey participants indicate that while some residents manage to maintain family and neighborly bonds, levels of social trust, collaboration, and shared activities are notably low. The research highlights challenges such as poor building designs, noise issues, privacy concerns, increasing population density, and the social effects of khat consumption. Although traditional social organizations like iddir and Iqub still exist, their influence has diminished. In conclusion, the study finds that social connections in condominium neighborhoods are often weak and fragmented, lacking the continuity of earlier communal living arrangements. To address these issues, the research recommends policies that promote community-building initiatives, such as organizing social events and creating shared spaces. Additionally, inclusive urban planning should prioritize designs that enhance privacy while fostering interaction. Implementing participatory governance can also empower residents, encouraging them to take an active role in shaping their community. These measures aim to strengthen social ties in rapidly changing urban environments and promote a sense of belonging among residents. 80 2025-09-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/8709 DROUGHT SEVERITY ANALYSIS AND COPING STRATEGIES OF PASTORAL HOUSEHOLDS IN GODE DISTRICT, SHABELLE ZONE, SOMALI REGION, ETHIOPIA Abdisalam Ahmed Ismail; Solomon Asfaw (PhD); Abenezer Wakuma (PhD) This study was conducted in Gode District of the Shabelle Zone in the Somali Regional State, Ethiopia, to analysis drought severity over the past three decades, assess coping strategies used by pastoral households, and identify factors influencing their coping choices. A cross-sectional survey design was applied, integrating both quantitative and qualitative methods. A total of 396 pastoral households were selected using multi-stage sampling. Primary data were collected through structured questionnaires, key informant interviews, focus group discussions, and field observations, while secondary data comprising 30 years of meteorological records were obtained from the National Meteorological Services Agency. Rainfall variability and trends were analyzed using descriptive statistics, the Mann Kendall trend test, Sen’s slope estimator, and the Rainfall Anomaly Index (RAI). A multinomial logit (MNL) model was employed to examine determinants of coping strategies. The climate analysis revealed substantial rainfall variability, increasing temperature trends, and recurrent drought episodes, with pronounced negative RAI anomalies in 2000, 2010, 2016, 2017, 2019, and 2022. Respondents perceived drought as becoming more severe and rainfall as decreasing and more unpredictable. The major impacts included livestock mortality, declining income, food insecurity, rangeland degradation, and reduced water availability. Households employed a range of coping mechanisms, including livestock mobility, herd diversification, off-farm income activities, community-based support systems such as destocking, and limited reliance on government and NGO assistance. The MNL model results indicated that age, sex, education, access to credit, income, land scarcity, climate information, and training significantly influenced the choice of coping strategies. The study recommends strengthening early warning systems, improving rangeland management, promoting livelihood diversification, and enhancing social safety nets to build long-term resilience among pastoral households. 80p. 2026-04-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/8708 A COMPARATIVE STUDY OF PRIVATE AND GOVERNMENT SCHOOLS TEACHERS’ PRACTICE OF TEACHING LISTENING SKILLS: GRADE 8 STUDENTS AT SHAKISO TOWN IN FOCUS KALI GUTEMA GABISA; Dr. Dereje Tadesse; Dr. Dereje Bekuma The main purpose of this study was to assess and compare the practices of teaching and learning listening skills in private and government schools, focusing on Grade 8 students in Shakiso Town. To address this objective, the study examined teachers’ instructional practices as well as students’ learning experiences and challenges. A convergent parallel mixed-methods design was employed, integrating quantitative data gathered through questionnaires with qualitative insights obtained from semi-structured interviews and classroom observations. The study involved 28 English teachers (census) and 323 Grade 8 students from twelve schools in Shakiso Town (seven private, five government schools). Four teachers were interviewed, classroom observations were conducted in four schools, and students were proportionally sampled from a population of 1,678 to represent both school types. Quantitative data were analyzed using descriptive statistics and independent samples t-tests, while qualitative data were analyzed through thematic analysis. The findings revealed that teachers in both school types faced challenges such as vocabulary deficiencies, large class sizes, and limited listening materials. Government schools were more affected by overcrowding and shortages of instructional resources, whereas private schools reported challenges related to student motivation and technical constraints. Students across both contexts experienced difficulties with limited vocabulary, fast speech, and poor learning environments, with government learners reporting higher levels of anxiety and vocabulary gaps, and private learners reporting more issues related to noise and audio quality. Although teachers reported using structured strategies, classroom observations indicated a gap between planned and actual practices, particularly in government schools. The study concludes that systemic disparities between private and government schools constrain effective listening instruction. The findings of this study suggest that teachers adopt a strategy-based approach to listening instruction by explicitly teaching listening strategies and consistently integrating authentic materials. This research also recommends that school administrations, both government and private, ensure the availability of essential listening resources and provide the technical and instructional support needed for effective delivery. The findings also suggest that the Oromia Education Bureau and the Ministry of Education strengthen teacher training programs, enhance curriculum support for listening skills, and promote the use of accessible digital technologies to improve instructional quality. Generally, the study underscores the importance of structured, strategy-based listening instruction and highlights the need for coordinated stakeholder efforts to foster equitable learning environments and enhance students’ listening competence. Although delimited to Grade 8 classrooms in Shakiso Town, the study provides a basis for future research extending to other towns and grade levels, employing longitudinal designs, and exploring technology-supported interventions in listening instruction. 125 2025-08-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/8707 THE PRACTICE AND ASSESMENT OF TEACHING READING SKILLS: BISHOFTU SECONDARY SCHOOLS GRADE 9 STUDENTS IN FOCUS MEKONNEN GAROMA TAO; Dr. Dereje Tadesse; Dr. Rabuma Fikadu This study investigated the teaching and assessment of reading skills in Grade 9 English classrooms in government secondary schools in Bishoftu Town, where reading remains a cornerstone of academic achievement within Ethiopia’s English-medium instructional context. Despite the recognized importance of the three-phase reading instruction model: pre-reading, while-reading, and post-reading, evidence shows persistent gaps between recommended practices and actual classroom implementation. The study aimed to examine teachers’ instructional practices, explore the challenges they encounter, and analyze how they apply the stages of reading instruction. A mixed–methods approach, specifically an explanatory sequential design, was employed. Quantitative data were gathered from all 77 Grade 9 English teachers through a structured questionnaire, followed by qualitative data from semi-structured interviews and classroom observations involving five purposively selected teachers. Descriptive statistics were used to analyze the quantitative data, while thematic analysis guided the interpretation of qualitative findings, with methodological triangulation strengthening the validity and depth of the results. The findings revealed that reading instruction is largely dominated by while-reading and post-reading activities, including skimming, scanning, guided comprehension, summarizing, and whole-class discussions, whereas pre-reading strategies receive minimal attention. Teachers’ use of learner-centered, interactive techniques and authentic reading materials was also limited. Major challenges identified include large class sizes, inadequate instructional resources, low student motivation and proficiency, and insufficient instructional time, all of which hinder the effective use of recommended reading practices. Assessment practices were found to rely predominantly on oral questioning and immediate feedback, with limited utilization of structured, continuous, or varied assessment techniques. The study concludes that reading instruction and assessment in Bishoftu Town are not fully aligned with established pedagogical frameworks, resulting in imbalanced instructional stages and restricted opportunities for students’ comprehensive reading development. Accordingly, the study recommends strengthening access to reading materials, enhancing teachers’ professional development, promoting balanced and interactive reading strategies, and integrating systematic formative assessment at classroom, school, and broader educational levels 60 2025-08-01T00:00:00Z