http://ir.haramaya.edu.et//hru/handle/123456789/185 2026-04-20T12:33:38Z http://ir.haramaya.edu.et//hru/handle/123456789/6382 PRACTICES AND CHALLENGES OF IMPLEMENTING CO-CURRICULAR ACTIVITIES IN PUBLIC PRIMARY SCHOOLS IN DAMBOYA WOREDA OF KEMBATA TEMBARO ZONE, SNNPR ETHIOPIA Tesfaye Hanchiso Haydamo; Yonas Amdemeskel (PhD; Yilfashewa Seyoum (PhD) The purpose of this study was to investigate the practices and challenges in implementing co-curricular activities in public primary schools of Damboya Woreda. In order to meet the objective of the study, explanatory sequential research design was employed. Stratified random sampling technique was used to select sample population. The population of the study was 30 schools, 100 students, 162 teachers, 23 principals and vice principals and 10 cluster supervisors. Moreover, 80 students, 115 teachers, 10 principals and 10 cluster supervisors were used as a sample of the study. Questionnaire, interview and document analysis were employed as data collection instruments in the study. To analyze the quantitative data, both descriptive (percentage, mean and standard deviation), and inferential statistics (regression) were employed. The findings of the study revealed that the current practices of co-curricular activities in the second cycle primary schools were low. Concerning the importance of co- curricular activities in schools, the majority of respondents replied that co- curricular activities have high benefits, help to encourage relationship between students and teachers. In terms of challenges, low motivation of teachers and students, shortage of training on co- curricular activities, teacher’s work load, and lack of incentive and support affect the implementation of co- curricular activities. Finally, based on findings, it was recommended that the practices of current implementation of co-curricular activities needs improvement to start raising motivation of students and teachers, and promoting rewards and incentives for students and teachers continuously. The school community and woreda education offices should create conducive learning environment and provide training on co- curricular activities to foster the implementation of co- curricular activities. All kinds of co-curricular activities cannot be carried without teachers and students motivation. Therefore, principals and woreda education office should encourage the motivation by rewards and incentives. 76 2022-11-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/2461 THE PRACTICES AND CHALLENGES OF TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS OF WEST HARARGHE ZONE, OROMIA REGIONAL STATE bogale beyera, Mintesnot; seyoum, Yilfashewa Major Advisor (PhD); basha, Garkebo Co advisor(PhD) The purpose of this study was to investigate The Practices and Challenges of Teachers’ Continuous Professional Development in Secondary Schools of West Hararghe Zone, Oromia Regional State. Descriptive survey research design was employed to answer the basic research questions. The sample consisted of 5 woreads, 14 secondary schools, 281 teachers, 57 department heads, 14 CPD facilitators, 12 vice principals, 14 principals and 5 supervisors. The samples were selected using simple random sampling and purposive sampling techniques. Questionnaire, semi-structured interview, focus group discussion and document analyses were used to collect relevant data from the respondents. The data analysis was conducted using Statistical Package for Social Sciences version 22. Quantitative data analysis approach was used to analyze close-ended questionnaire; whereas, qualitative data analysis approach was used to analyze the data collected from open-ended questionnaire, semi-structured interview, FGD and document analysis. To analyze the data collected through questionnaire, mean, standard deviation and independent samples t- test were employed. The major findings of the study were: The perception of teachers on CPD was negative while the perception of department heads, CPD facilitator, principals, vice principals and supervisors were positive. However department heads, CPD facilitator, principals, vice principals and supervisors did not take satisfactory measures to overcome the negative perception of teachers on CPD. This led the sampled schools not to practice CPD as the practical toolkit is intended. On the top of these, major challenges that influence the practices of CPD were low salary increments for teachers, the department heads, CPD facilitators, vice principals, principals, supervisor and teachers did not practice their responsibility in terms of CPD, practicing politics issues in school rather than professional issues, absence of material and budget to run the program, absence of social status and recognition for teachers. The implication is that CPD program was not properly practiced in the studied schools. This in turn hints us the contribution of the CPD program to teachers improve their knowledge and skill, use what they improve in teaching and learning, student learning and achievements increase is minimal. Based on the major findings following recommendations were made: creating high awareness for CPD, upholding the teachers’ code of conduct, desisting from any action that can tarnish the image of the profession, design skilled, experienced and systematic way of supporting and following up activities, allocate material and budget to run the program, involve other stakeholder in the program. 98 2017-08-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/3339 FACTORS AFFECTING MATHEMATICS CURRICULUM IMPLEMENTATION IN GENERAL SECONDARY SCHOOLS OF HARARI REGIONAL STATE birhane, Daniel; basha, Garkebo Major Advisor (PhD); amdemeskel, Yonas Co Advisor Mr. The purpose of this study was to examine factors affecting general secondary schools mathematics curriculum implementation in Harari Regional State. To this end, a descriptive survey design was used with qualitative and quantitative approaches of data collection and analysis in this study. The subjects of the study were 371 students selected by using stratified random sampling techniques; and 7 supervisors, 31 mathematics teachers and 18 school principals who were selected by availability sampling technique. Qualitative data were obtained through interview and document review while quantitative data were obtained through questionnaires. Both descriptive and inferential statistical methods were employed for analysis of data. Accordingly, the result of the study indicated that teachers' lack of commitment to work and their poor motivation in teaching, inability to apply appropriate teaching methods and teaching aids and teachers workload were teacher related factors that are negatively affecting mathematics curriculum implementation. On the other hand, students' poor mathematics background, lack of interest to learn mathematics, disruptive students’ behavior in the classroom and student mathematics anxiety were student related factors that were negatively affecting mathematics curriculum implementation. In addition, principals lack of support and follow up for mathematics teachers and students, inadequate provision teaching aids, lack of providing capacity building training for mathematics teachers and insufficient motivation for best performing teachers and students were school administration’ related factors that are negatively affecting mathematics curriculum implementation. Moreover, the findings show that insufficient mathematics reference books in the library, large class size, and shortage of mathematics teaching aids were instructional materials and physical facilities related factors that were negatively affecting mathematics curriculum implementation. Furthermore, mathematics syllabus being ladened with several contents and insufficient time allotment to cover the content were some of the curriculum content related factors that are negatively affecting mathematics curriculum implementation in the study area. Overall, the implication is that mathematics curriculum has not been properly implemented. Thus, to alleviate the aforesaid problems and challenges, it was recommended that motivation of teachers, enough resources be provided, diminishing large class size, arrange tutorial class and modifying or revising or changing the mathematics curriculum according to the needs of the students and the objectives of the general secondary school programs by conducting an extensive research at national level are suggested. 12 2019-08-01T00:00:00Z