Ethiopian Journals Online (EJOL)
Not a member yet
4332 research outputs found
Sort by
Victims of Road Traffic Accidents in Ethiopia: Their Experiences and Coping Strategies
Full text linkThe rising incidence of physical injuries from road traffic accidents in developing countries significantly impacts individuals' psychological well-being and social connections. Most existing studies, which are predominantly quantitative, focus on accident causes and prevention methods; they often overlook the lived experiences of victims. This qualitative phenomenological study aimed to delve into the often overlooked experiences and coping strategies of individuals with physical injuries resulting from road accidents, using in-depth interviews with ten participants. Thematic analysis revealed that while support was available from various sources, it was often incomplete and delayed. Additionally, uninformed medical decisions were common, with individuals receiving little explanation about their condition or future treatment. Hospitalization was generally viewed negatively, and coping strategies included support from loved ones and resilience drawn from personal experiences developed during the recovery process. Recognizing these sources of support is crucial for facilitating adaptation and improving overall quality of life. The study highlights the vital role of the social work profession in offering emotional and psychosocial support and improving communication between patients and the medical team to address mental health challenges
An Analytical Study of Patterns of Spelling Error of Freshmen Ethiopian Student at AAU Main Campus
No full textThe main objective of this study is to examine some of the causes and occurrences of the spelling errors of the freshmen Ethiopianstudents and thereby account for these errors.
According to Error Analysis (EA) theories and inter-language (IL) studies, the learners' errors are developmental and systematic bynature. The systematicity in the error data indicated a more or less natural progression (development) in the learners' acquisition ofEnglish language showing adherence to "'learner-generated' or 'builtin' syllabus" (see Corder 1981) i.e. the stages of development inlearning English.
To verify the claims of EA and IL studies with regard to the occurrences of the learner' spelling, a total of 140 freshmenEthiopian students with differing mother-tongue (MT) and background were given two tests i.e., dictation and composition writing.The same composition tests were also given to 24 multilingual group of children at the English Community School (ECS).
The spelling errors obtained from each test written by the Ethiopian group were superficially classified into categories induced by the error types. These errors were then further classified into clearest error patterns that emerged and were given psycho linguistic explanations.
These patterns were cross-checked with the nature of the spelling errors obtained from the ECS group of children. Moreover, spellingerror patterns of the Ethiopian group were compared to the stages in the developmental spelling errors of the native (English) children thatMargo Wood has established.
The result of this study, therefore, revealed that the spelling errors of the freshmen Ethiopian students could be accounted for by threefactors namely:
a) those errors directly related to LI interference upon TL (English)b) those errors of intralingual confusionsc) those errors caused by LI interference but also reinforced by intralingual confusion.
Moreover, the spelling errors of the freshmen group matched significantly, with the phonetic and transitional stages of developmentalspelling error established by Wood. The majority of the error patters were also found out to be similar to the nature of the ECSgroup of children. In addition, it was found that students are likely to make less spelling errors in composition than in dictation writingtests when the error percentages are computed against words correctly spelt in these tests
THE EFFECT OF THE ETHIOPIAN SCHOOL LEAVING CERTIFICATE EXAMINATION ON STUDENT ATTRITION RATE IN WONDO GENET COLLEGE OF FORESTRY
No full textThis study attempts to evaluate the pre-college academicperformance of Wondo Genet College of Forestry (WGCF) entrants and theselection instrument used for admission of students to the College. The mainpremise of the study is that high attrition rate and its adverse effects are the resultof students ill preparedness to follow college education. Primarily, the candidatesof 1992/93 and /993/94 academic years of the College are grouped into"withdrawals", "academic dismissals", "withdrawals plus academic dismissals "and "survivors" based on their first year first semester academic status. And then,the academic backgrounds of the groups are compared based on their High schooL;EthiopianSchool Leaving Certificate Examination (ESLCE) GPA and Pre-,,1.mcamination score (administered right after registration). An effort was alsosee the relation between First Year First Semester withdrawals and students sll~iect to academic dismissal of six batches (1988-1993 entrants), (b) getopinions through the use of a questionnaire on ESLCE administration and (c)examine the correlation of High school record, E LCE CPA and Pre-college examscore with Freshman CPA. Theflndings of the study sholl' Ihat both withdrawalsClnd academic dismissals constituted students who were incompetent for collegeeducationji-olll the start. And moreover, most of the withdroll'S' decision to give upthe programme untimely is a conscious act to escape ji-OI11 academic dismissal. TheESLCE (at least) entangled by administration problems isfound velY poor to servethe purpose vested in it. The pre-college examination (/ = 0.82) has proved to bethe best predictor of First Year First Semester (college ) pelformance. Acombination of high school record and pre-college examination score yields a bitbetter prediction validity of the semester CPA (R 1 = 0.83) than the pre- collegeexam alone
The Impact of Maternal Status Attributes on Gender Role Orientation and Success Striving of Female College Students
No full textThe aim of this study is to examine the ' impact of maternalstatus attributes on gender role attitude and success striving of female collegestudents. The subjects were 202 college girls randomly selected from fiveinstitutions of higher learning in Ethiopia. Data about the subjects werecollected through a questionnaire, a Gender Role Attitude (SRA) Scale and aFear of Success(FOS)Inventory. ANOVA procedure was employed to uncoverthe association among the variables considered. The results reveal that theeducation of the mother is significantly(p <.05) related to success striving,more egalitarian and less traditional attitude of college girls. The implicationsin terms of promoting gender issues and related policies are 'also discussed inthis paper
INCREASING AND ACCELERATING THE PRODUCTION OF SECONDARY SCHOOL TEACHERS A PROPOSAL BY II WOLISSO CONFERENCE, ON TEACHER EDUCATION JUNE 1971
No full textThe Role of Parents’ Educational Values, Expectations and Behavior in Shaping Occupational Aspirations, Expectations and Educational Attainment among Adolescents in Mekelle City, Ethiopia
No full textThis study examined the link between parental process variables and adolescents’ occupational aspirations/expectations and educational attainment. A total of 322 individuals (N = 64 11th graders, N = 55 12th graders, N = 98 of their fathers, N = 105 of their mothers) completed multiple quantitative measures assessing parents’ educational values, expectations and parenting behaviours, and adolescents' occupational aspirations/expectations. Statistically significant positive relationships between fathers' educational values and adolescents' educational aspirations, values, and academic attainment were observed. Fathers' educational expectations predicted both adolescents' educational aspirations/expectations and educational attainment. Higher-income and higher educational levels of mothers and higher occupational status of fathers were the primary predictors of adolescents' occupational expectations. The results highlight the importance of parents’ process variables and their educational and work background for the development of occupational aspirations/expectations and educational attainments in adolescents. This suggests that greater attention should be paid to the role of parents as potential socializers of achievement-related values of adolescents and the differential roles that mothers and fathers seem to play when designing career choice interventions for adolescents in the study context.
 
Perceptions and Practices of Continuous Professional Development of Postgraduate Diploma Trainees of Addis Ababa University
No full textThe purpose of this study was to investigate and understand the perceptions, planning, practicing and efficacy of continuous professional development of teachers from the point of view of 2022 entry Post Graduate Diploma trainee teachers of College of Education and Behavioral Studies, Addis Ababa University. To this end, the study employed qualitative research method specifically a case study design, the case being a group of teacher trainees of the aforementioned program. Data were collected through interviews and a single group discussion that were recorded using Galaxy A10 cell phone apparatus. The recorded data were transcribed and then analyzed qualitatively using voices of the participants. The analyzed data depicted that almost all the participants have good perception regarding purposes, importance and strategies of CPD. The study also portrayed that planning CPD is top-down approach without considering individual teachers’ needs that discouraged teachers’ practices due to its all-inclusive nature. Absence of adequate resource, lack of knowledgeable coordinators and mentors were also found as impeding factors. Furthermore, lack of differentiation criteria between participating and none participating teachers and Woreda Education Office experts’ ‘unnecessary’ interventions were found challenging factors. It was concluded from the findings that following the principles of CPD planning, considering individual teachers’ needs, minimizing experts’ ‘unnecessary’ intervention, provision of basic resources and conducting further investigation are some important factors to be reconsidere
Lived Experiences of Social Inclusion and Exclusion of Visually Impaired Students at Two Public University Campuses and Classrooms in Ethiopia
No full textThe main purpose of this study was to explore the lived experiences of social inclusion and exclusion among visually impaired students enrolled at regular undergraduate programs at Addis Ababa and Debre Berhan Universities. A descriptive phenomenological study design with a qualitative research approach was employed. To collect data for the inquiry, we utilized a one-on-one semi-structured interview guide with 8 participants (4 males and 4 females from 20-23 years of age) who were selected using purposive sampling technique. The interview data were analyzed thematically based on the framework of descriptive phenomenological research as provided by P. Colaizzi. Findings reveal that visually impaired students were experiencing both social inclusion and exclusion in the same classroom settings and campuses. To this end, the article concluded that social exclusion is still a threat to visually impaired students in the universities selected for this study. Most of all, two points were drawn from the study: (a) Though physically placed together with fully sighted peers, visually impaired students are encountering moments of both inclusion and exclusion in the same classrooms and campus, (b) Classrooms and campuses where they pursue their education are not social exclusion-free environments. To alleviate these problems, awareness creation, inclusive teaching strategies training for teachers, and creating an accessibility policy are important in addressing social exclusion and thereby building on the existing social inclusionary practices in higher education classrooms and campuses
The Role of University Governance in Enhancing Research Performance: Evidence from Ethiopian Public Universities
No full textInadequate implementation of university governance principles in public universities can severely impact academic research performance, affecting not only the academic institutions but also the broader community and society. This study aimed to assess the role of university governance in enhancing the research performance of public universities in Ethiopia. To achieve this objective, a total of 377 instructors and academic officials were selected from six public universities using a multistage random sampling method. Data collected from these participants were analyzed using SPSS, employing descriptive statistics, correlation analysis, and a multiple linear regression model. The findings showed that factors such as academic freedom, accountability, and responsibility exhibited a significant negative correlation with university governance, highlighting their influence on research performance. Conversely, autonomy and transparency did not show a statistically significant impact. To foster improved governance practices, it is essential for academic leaders in public universities to enhance support for academic freedom and bolster accountability among decision-makers. By prioritizing these aspects, universities can better implement governance principles that promote effective decision-making and ultimately improve research outcomes. This research underscores the need for a more robust governance framework to enhance the research environment in Ethiopian public universities, paving the way for future studies to further explore these dynamics