Ethiopian Journals Online (EJOL)
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An Impact/Outcome Evaluation of Short-Tem In-Service Adult Trainig Programs (1998-2002) In Oromia Regional State
No full textUsing Qualitative Measurement to Determine Text Difficulty: Relating Experts’ Judgment of Reading Text Difficulty and Students’ Comprehension Test Results in Grade Four Amharic Reading passages
No full textAn objective measurement of text complexity is an important tool in the preparation and selection of texts in teaching reading. This study aims to investigate the extent to which qualitative dimensions of text complexity predict the difficulty level of reading Amharic text. Reading passages included in the fourth-grade Amharic textbook are measured qualitatively by informed experts’ judgments, and the result is compared with the comprehension test results of fourth-grade students in two Addis Ababa schools. The computation of the correlation between the two results yields a statistically significant positive relationship in three of the four qualitative dimensions as well as the aggregate result suggesting that qualitative measures can be used as one source of information to determine reading text difficulty in Amharic and other Ethiopian languages which exhibit similar properties
Education System Coherence in Ethiopia: The Case of GEQIP-E Implementation
No full textThis research was intended to explore the extent to which the Ethiopian education system was coherent for learning outcomes by taking the case of a large-scale education reform, GEQIP-E. A qualitative research method was applied with data collected from key stakeholders of GEQIP-E and Ethiopian education. The data was part of the Ethiopian national education diagnosis carried out by the RISE Ethiopian Country Research Team[1]. The set of key stakeholders involves the Ministry of Education, the World Bank, other donors, Regional Education Bureaus, Woreda Education Offices and one City Administration, Addis Ababa. A slightly modified version of Pritchett’s five-by-four accountability model was used as a theoretical framework for the analysis of the data. The results suggest two types of incoherence for learning outcomes; (1) incoherence between design elements of accountability; and (2) incoherence between systems of accountability. The Ethiopian education system was largely coherent for schooling focusing on increasing enrolments and grade attainments but not coherent for learning outcomes. It is not however clear whether the incoherence is attributable to the design of the education system itself or the production model uncritically pursued by educational planners. A probe might be needed to resolve this dilemma.
*Authors are research team members of the larger RISE six-year research program
A COMPARATIVE S.')'UDY ON THE PREPARATION OF SENIOR SECONDARY SCHOOL TEACHERS IN ETHIOPIA: 1962/63-1988/89
No full textStudies indicate that teachinghas become a complex and demanding taskitlies within the cognitive, af'f'ectiveand psychomotor. Because .of' itscomplexity and demanding nature, theteaching pr0fession requires people withmoral, physical · and intellectualqualities, and professional competence,which can .only be acquired throughspecial training. It is theresponsibility .of' specific trainingestablishments to provide this.Regarding the preparationof' senior secondary School teachers inEthiopia, two approaches have beenexperienced, .one from 1962/63 - 1978/79,and another from 1979/80 - 1988/89. Thisstudy was undertaken to ompare the. inthe light .of' their role .of' producingteachers with prof'essional knowledge andskills. In conducting the study, variousmethods and materials have been used.The findings indicate that the 1962/63-1978/79 approach was more appropriat" inproducing teachers with moral andphysical qualities and professionalcompetenc, than that of 1979/B() -1988/89Some recommendationhave been made. which the writer hopesmay encourage those concerned with the'quality. of secondary teacher educationin Ethiopia to conduct Further studies onthe proble
Student Support Services in the Ethiopian School System: Grades Four, Eight, Ten and Twelve in Focus
Get PDFStudent support services are key activities carried out by schools in order to improve students’ academic and non-academic skills. Students at various grade levels who received support from their respective schools tend to achieve and adjust better than those who did not have such an experience. This study was conducted to survey the support services students receive in Ethiopian schools and examine the availability, adequacy and importance of these services. To serve this purpose, a survey research design was employed. A total of 2243 students from grades four, eight, ten and twelve participated in the study from Amhara and Gambella regions, and Addis Ababa city administration. Multistage sampling technique was employed to select the participants. A questionnaire containing demographic characteristics and support services such as academic areas, counseling, material, special needs, health care, extra-curricular activities, physical school situations and parental involvement was employed to gather empirical data. The collected data were analyzed using descriptive statistics. The findings of the study showed that though over 50% of participants of the study indicated the presence of the services, they disclosed the inadequacy of the support services. However, a considerable number of students indicated the absence of such services and at the same time expressed the need for such services at all levels. Based on the findings, implications of the study are indicated
The Effects of Multiple and Single Draft Feedback On the Writing Skills of Students
No full textThis paper tries to check whether or not multiple draft feedback ismore useful than the single draft feedback in making students learn writing. Toachieve this objective, the researcher used two kinds of data collectionmethods. In the experiment, 119 AAU students who were classified intoexperimental (56) and control groups (63) were taught the same materials forone semester. The former received multiple draft feedback and the latter singledraft feedback. To measure the difference in the effects of the two types offeedback on students performance, pre-test and post-test essays were used.Besides, a questionnaire was designed to supplement the findings of theexperiment. The overall result was that the EG, identified to be essentiallyequivalent to the CG in the pre-test, performed better in the post-test at theend of the experiment. Responses to the questionnaire also indicated thatstudents reread their essays and paid more attention to teachers and peercomments on their multiple drafts (100%, 91%) of the process writing than thesingle draft feedback on the respective end products (57%, 70%). Besides,15% of the CG were reported to have ignored the single draft feedback, andshowed very limited attempt to understand it, whereas only4% of the EG saidthat they ignored the multiple draft feedback. In the follow-up activities of theprocess of feedback involving the revision of the first draft, the EG reportedthat they added new points, developed ideas with examples, identified illo~icalrelations, used markers to connect ideas, dropped unrelated ideas, readjustedintroductions and restated central ideas in their conclusions. However, theserevision strategies were reported to be inapplicable to the CG. The responsesof both the CG (84%) and the EG (91 %) indicated that incorporating feedbackin rewriting essays two or more times was more useful to develop writing skillsthan the single draft feedback. It is further recognized that self - correction wasactivated in the multiple draft context
A Multidimensional Analysis of Student Evaluations of College English Instruction: An Application of Nonparametric Methods
No full textA number of researchers give reason for an exercise of cautionin interpretations of stUdent-supplied evaluative data, Cross -culturally,student characteristics may be systematically extraneously re lated tostudent ratings, Arguably, EFL students with diverse backgrounds mayhave their own theories of good teaching which may be revealing moreinformation about themselves than about their instructors. It may thereforebe hypothesized that extraneous van'ables have a differential impact onEnglish as a Foreign Language students' ratings. This study attempted toexamine some of the most imporlant extraneous variables which explainthe variation in EFL student ratings of their instructors in Addis AbabaUnrversify. The data were obtained using a pre-tested adapted version ofthe Instructional Assessment Measure (lAM) developed by the Unrversity ofOtago in New Zealand and adapted by a number of unrversities worldwide.The ten-item scale was rated on a 5 pOint Likert scale. T/7en the data wereduly analyzed using descriptrve and nonparametric inferential techniques.The results showed that evaluations are a function of gender, level oflearning, program of learning and regional backgroun
