http://ir.haramaya.edu.et//hru/handle/123456789/72 Sat, 06 Jun 2026 15:02:37 GMT 2026-06-06T15:02:37Z http://ir.haramaya.edu.et//hru/handle/123456789/8410 IMPLEMENTATION OF GEOGRAPHY CURRICULUM IN ETHIOPIAN PUBLIC GENERAL SECONDARY SCHOOLS WITH SPECIFIC REFERNCE TO SIDAMA REGIONAL STATE Afework Delelu Woldemichael; Solomon Areaya (PhD; Yilfashewa Seyoum (PhD; Tesfaye Semela (PhD This study examined the implementation of the Ethiopian general secondary school geography curriculum in the Sidama regional state. More specifically, the study tried to address the factors that influence the implementation of geography curriculum, the perceptions of teachers and school administrators regarding the geography curriculum implementation. The study employed a convergent parallel design within a mixed-methods approach. Both the quantitative and qualitative data were collected. For the quantitative component, 53 geography teachers from six urban and rural schools were selected through proportionate random sampling. Additionally, 11 school administrators were chosen purposively from these schools and relevant educational offices for the qualitative aspect. Data collection included questionnaires for quantitative insights and semi-structured interviews for qualitative depth. The analysis, involving both descriptive and inferential statistics, revealed several key findings. Overall, the curriculum implementation was suboptimal, with limited engagement from both teachers and administrators. Contributing factors included the curriculum's lack of clarity, which fostered negative perceptions among teachers, and administrators' limited engagement and familiarity with the syllabus, which hindered effective implementation. Traditional lecture methods predominated, side-lining student-centred approaches, and the use of English as the medium of instruction was inconsistent, contrary to national curriculum expectations. The study also highlighted that geography teachers participated minimally in professional development activities, despite a desire to improve their teaching skills. Motivation levels were generally low, and teachers often lacked adequate preparation time. Additionally, schools and administrators faced challenges in delivering technical support and providing equipment, which negatively impacted the implementation of the curriculum. The emphasis on preparing students for national examinations detracted from fostering a deeper understanding of the subject matter. Other challenges identified included student tardiness, disciplinary issues, and frequent absences. The study found that inadequate professional development significantly impacted curriculum implementation. Furthermore, there were no significant differences in curriculum implementation based on teachers' academic qualifications or experience levels. In conclusion, the study identified a substantial gap between the intended and actual curriculum delivery. This gap was attributed to resource limitations, the curriculum's broad scope, ineffective time management, teacher confidence issues, large class sizes, and student absenteeism. Recommendations include analysing teachers' working conditions, enhancing communication between curriculum developers and teachers, addressing discrepancies between intended and actual curriculum delivery, and strengthening support and collaboration between schools and governmental or non-governmental organizations. 189p. Wed, 01 Jan 2025 00:00:00 GMT http://ir.haramaya.edu.et//hru/handle/123456789/8410 2025-01-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/7989 PRE-PRIMARY CURRICULUM IMPLEMENTATION AT GODE CITY ADMINISTRATION, SOMALI REGIONAL STATE, ETHIOPIA Sendere Mohammed Hussein; (PhD) Yonas A/ Meskel; (PhD) Yilfashewa Seyoum his study was aimed at assessing pre-primary Curriculum Implementation at Gode City Administration, Somali Regional State Ethiopia, the population of the study were: 66 teachers, 8 school principals, and 11 Gode town education officers. A sample size of 78 respondents (66 teachers, 8 school principals, and 4 Gode town education officers) was selected by using purposive sampling and available sampling techniques respectively. The major data collection tools were questionnaires while interviews were tools used to get information from the principals and educational office respondents. Data were analyzed using frequencies and percentages. The findings of the study revealed: lack of training for teachers on pre-primary curriculum implementation, lack of teaching and learning facilities, and shortage of qualified teachers have negatively influenced and hindered the proper pre- primary school curriculum implementation and hence affected students' academic performances. In addition, to this school inputs, teachers, and curriculums (textbooks, teacher guides, supporting staff, school facilities affected implementation of the curriculum in Pre-primary schools in the study area. The implication is that teaching-learning processes were not run properly and learners were not able to gain the knowledge, skills, and attitudes they were expected to. Thus, it is recommended that the regional education bureau (REB) should regularly give training to teachers on how to effectively implement the curriculum; and recruit new teachers to overcome the shortage of qualified teachers. In addition, REB should fulfill the necessary teaching-learning resources for the Pre-primarys; and should work with regional government office to ensure that teaching learning process is conducted with availability of necessary equipment and train staff for better Pre-primary curriculum implementation 77p. Mon, 01 Apr 2024 00:00:00 GMT http://ir.haramaya.edu.et//hru/handle/123456789/7989 2024-04-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/7756 FACTORS AFFECTING PRIMARY SCHOOLS CURRICULUM IMPLEMENTATION IN PASTORALIST AREAS OF TULI-GULED WOREDA AT SOMALI REGIONAL STATE, ETHIOPIA Khalid Mohamed Duh; (PhD) Garkebo Basha; (PhD) Yonas A/ Meskel This study was aimed to assessing factors affecting primary schools curriculum implementation in pastoralist areas of Tuli-Guled woreda at Somali regional state. A sample size of 83 respondents (71 teachers, 7 school principals, and 5 woreda education officers) were selected by using comprehensive sampling technique except for woreda education officers who were selected by using available sampling method. Questionnaires and interview were tools used to get information from the respondents. Data were analyzed using the Statistical Package for Social Sciences (SPSS) and presented using frequencies and percentages. The findings of the study revealed: lack of training for teachers on curriculum implementation, lack of teaching and learning facilities, and shortage of qualified teachers have negatively influenced and hindered the proper implementation of the curriculum, and hence affected students' academic performances. In addition, ethnic conflicts (resulting in family displacements, student dropouts and closure of schools) in pastoralist areas unconstructively affected implementation of the curriculum in primary schools in the study area. The implication is that teaching-learning processes were not run properly and learners were not able to gain the knowledge, skills and attitudes they were expected to. Thus, it is recommended that regional education bureau (REB) should regularly give training to teachers on how to effectively implement the curriculum; and recruit new teachers to overcome the shortage of qualified teachers. In addition, REB should fulfill the necessary teaching-learning resources for the schools; and should work with regional government office to ensure the peaceful teaching learning process that is free of any insecurity problems such as ethnic conflicts 78p. Thu, 01 Feb 2024 00:00:00 GMT http://ir.haramaya.edu.et//hru/handle/123456789/7756 2024-02-01T00:00:00Z 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. 81 Fri, 01 Dec 2023 00:00:00 GMT http://ir.haramaya.edu.et//hru/handle/123456789/7207 2023-12-01T00:00:00Z