A COMPARATIVE STUDY OF PRIVATE AND GOVERNMENT SCHOOLS TEACHERS’ PRACTICE OF TEACHING LISTENING SKILLS: GRADE 8 STUDENTS AT SHAKISO TOWN IN FOCUS

Abstract

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.