Adult Education and Community Development
http://ir.haramaya.edu.et//hru/handle/123456789/184
2024-03-28T22:57:23ZTEACHERS’ PARTICIPATION IN CURRICULUM IMPLEMENTATION PROCESS IN PUBLIC PRIMARY SCHOOLS OF KABRI BAYAH WORDA, ETHIO- SOMALI REGION STATE
http://ir.haramaya.edu.et//hru/handle/123456789/7207
TEACHERS’ PARTICIPATION IN CURRICULUM IMPLEMENTATION PROCESS IN PUBLIC PRIMARY SCHOOLS OF KABRI BAYAH WORDA, ETHIO- SOMALI REGION STATE
Ibrahim Abdulahi Mahamed; Yilfashewa Seyoum (Ph.D); Tasew Mezgebu (Ph.D
The main objective of the study was to explor teachers’ participation in curriculum implementation process in Ethiopian Somali Region of Kabri bayah Woreda Public Primary Schools. Descriptive survey research design was used in executing the study and both quantitative and qualitative research approach were deployed. The targeted groups of the study were teachers, principals and vice–principals, that comprised from 6 public primary schools and education experts from Kabri bayah. These were the entire group of interest for study that consisting 122 respondents using simple-random and purposive (judgmental) sampling technique. The data were collected using questinnare and interview which is eventually summarized and analyzed using descriptive statistics with SPSS version 26. The study found that teachers were insufficiently engaged in curriculum implementation in selected primary schools, resulting in a gap between the conceptual phase and desired outcomes. Several issues hindered teacher involvement, including their exclusion from curriculum planning, resource shortages, low wages, inadequate training, professional development, and concerns about security and school environment. Curriculum implementation, the study emphasized, is a collective responsibility involving various stakeholders, including the community, scholars, education experts, teachers, principals, vice principals, and students. To address these challenges and enhance teacher participation in curriculum implementation, the study recommended prompt collaborative action from these stakeholders.
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2023-12-01T00:00:00ZSTAFF COMMITMENT AND STUDENTS’ EXPECTATIONS IN COMPETENCE-BASED CURRICULUM IMPLEMENTATION IN EASTERN ETHIOPIAN PUBLIC UNIVERSITIES: RHETORIC VERSUS REALITY
http://ir.haramaya.edu.et//hru/handle/123456789/6840
STAFF COMMITMENT AND STUDENTS’ EXPECTATIONS IN COMPETENCE-BASED CURRICULUM IMPLEMENTATION IN EASTERN ETHIOPIAN PUBLIC UNIVERSITIES: RHETORIC VERSUS REALITY
Tamrat Dina Teressa
The purpose of this study was to explore the staff commitment and students' expectations
towards competence-based curriculum implementation. A convergent parallel mixed method
was used to achieve this objective. For the quantitative method, a total of 477 sample
respondents were selected using a proportionate random sampling technique. while for the
qualitative method, 11 participants were selected for the interview and 20 participants for
FGD sample participants were selected using the purposive sampling technique.
Accordingly, for the qualitative method, a total of 31 sample participants were selected
using the purposive sampling technique. The quantitative data were collected through a selfmade
scale for staff commitment while the qualitative data were collected through semistructured
interviews, focus group discussions, and open-ended items. The quantitative data
were analyzed using descriptive statistics such as frequencies, percentages, mean scores,
and standard deviation while inferential statistics including ANOVA, multiple regression,
and t-test were utilized to compute the data. The finding reveals that, in the sampled
universities, there was no curriculum implementation model to guide instructors in the
implementation process, as a result, instructors are utilizing their teaching learning process
traditionally. It also indicated that there was a lack of awareness regarding the concept and
meaning of CBC among the staff. Most of the students lack appropriate usage of the English
language. CBC contents were not incorporated in the existing subject specific curriculum.
Accordingly, it was concluded that to effectively implement CBC and enhance students
expectations, both academic leaders and instructors need to be equipped with adequate
skills of CBC and to realize the implementation appropriate awareness creation should be in
place and practiced. Based on the findings, the following recommendations were made. To
implement CBC effectively, higher education institutions have to incorporate subject specific
CBC in general and core competence-based curriculum contents for all fields of study;
provide adequate training for academic staff in order to implement CBC at their respective
universities. The CBC elements should be identified, defined, and incorporated into the
undergraduate harmonized curriculum so that all undergraduate students will be trained
equally.
235
2022-11-01T00:00:00ZWOMEN INVOLVEMENT IN INTEGRATED FUNCTIONAL ADULT EDUCATION PROGRAM IN SELECTED WOREDAS OF KAFFA ZONE
http://ir.haramaya.edu.et//hru/handle/123456789/6520
WOMEN INVOLVEMENT IN INTEGRATED FUNCTIONAL ADULT EDUCATION PROGRAM IN SELECTED WOREDAS OF KAFFA ZONE
TARIKU WOLDEMARIAM; Kersime Fekadu (Assistant prof); Garkebo Basha (PhD)
The main Purpose of this study was to assess women involvement in integrated functional adult
education program in selected Woredas of Kaffa Zone. To do so the three basic research questions
were formulated and descriptive survey research design was employed. Mixed approaches were used
to collect the data. Primary and secondary sources of data were used to collect the data. Data were
gathered through questionnaire, interviews, focus group discussion and document analysis. The
centers, and learners were selected using simple random and random sampling technique respectively
and facilitators, supervisors and adult education directorates were selected using availability sampling
techniques. One woreda and one town administration were selected by simple random sampling
technique. The collected data were analyzed using frequencies and percentages. Some of the major
findings were: learners have negative attitudes and they have less interest about the program. Related
with facility, budget is not properly allocated, the learning material is not prepared with learner‘s
language, facilitators don‘t have skill of how to facilitate and stakeholder‘s integration is very low.
Most of women learners stated that community and their husbands have negative attitude about women
involvement in adult education program, lack of family support and responsibility holding of the whole
family. Regarding opportunities, there is hope that the concerned bodies such as agriculture sector,
health, omo microfinance, youth and sport sector, child and women affair, security sector,
supervisors, coordinators and educational bureaus should work in cooperation, and that government
should give the desired attention for women involvement in integrated functional adult education
program in the future, south west Ethiopian regional state get promise to fulfill the facility and ethio telecom also will make a credit service for those women. Thus, to improve the situation, it is
recommended that: all the above mentioned stakeholders should play their own role properly, the
responsible bodies should help by supplying the adequate teaching-learning material, and all the stake
holders should work cooperatively opportunity should be given for women in special case.
103
2022-10-01T00:00:00ZINSTRUCTIONAL MATERIALS UTLIZATION AND ITS CONTRIBUTION TO STUDENTS’ ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOLS PHYSICS IN HADIYA ZONE, SNNPR, ETHIOPIA
http://ir.haramaya.edu.et//hru/handle/123456789/6518
INSTRUCTIONAL MATERIALS UTLIZATION AND ITS CONTRIBUTION TO STUDENTS’ ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOLS PHYSICS IN HADIYA ZONE, SNNPR, ETHIOPIA
DELELEGN DESTA SULITO; Yonas Amdemeskel (PhD).; Anwar Husen (Assistant Professor).
This study was designed to investigate the utilization of instructional materials (IMs) and its
contribution to students’ academic achievement in secondary schools’ physics of Hadiya zone,
SNNPR, Ethiopia). The study employed descriptive survey research design. Both quantitative and
qualitative research methods were used. The population of the study were 24 physics teachers, 8
principals, 4 supervisors and 535 students from selected schools. 8 Woredas 8 schools and 229
students were selected by stratified random sampling technique. Data for the study were collected
through questionnaire, interview and document analysis. Questionnaires were prepared and
administered to 229 students and 24 teachers. The sample size was determined by using Yamane
Taro’s formula. The 4 supervisors and 8 school principals were interviewed using census. The
quantitative data were analyzed using frequency, percentage, mean and standard deviation. The
qualitative data were analyzed by using word narration. Finally, the findings of this study revealed
that there are low practices in the utilization of instructional materials which were not usually
implemented as major roles of instructional activities for students’ academic achievement; and also,
all the respondents agreed that utilization of IMs have a great contribution to students’ physics
academic achievement. Furthermore, absence of clear direction (17%), teachers work load (25%),
lack of training (29%), low motivation of teachers (30%), and low interest of teachers and students
(36%) on utilization of IMs as measured by the stepwise multiple Regression analysis coefficient (R2).
Therefore, it was recommended that Woreda, Zone Education Offices and the Regional Education
Bureau to build the IM’s utilization capacities of the school leaders and teachers by providing
necessary training and professional support. School leaders and teachers should also be committed
to give more attention and instructional support.
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2022-11-01T00:00:00Z