Archives

  • Managing the Ethiopian Education Systems amid Emergencies: Lessons from COVID-19 Global Crisis
    Vol. 1 No. 01 (2022)

    This study, which was based on the Pragmatism research philosophy, sought to
    determine the extent to which the COVid-19 global pandemic had disrupted the
    school system in the SNNPR and the Oromia Regional States of Ethiopia. Both
    quantitative and qualitative data strands were collected simultaneously using an
    embedded research design. The surveys were completed by 268 teachers and 575
    pupils in order to determine the level of disturbance and the strategies in place.
    In addition, 10 school principals and 10 Wereda education office heads took part
    in the interview. The study identified that the CoVID-19 global pandemic has
    significantly disrupted (F=3.76829, P<0.05) the education systems in the above
    two regions. The government’s policies and tactics to avert the scenario were not
    properly executed at the grassroots level. As a result, in order to solve such an
    unusual educational crisis, this study developed an integrative model incorporating
    system variables, administrative variables, academic variables, and student variables.
    Therefore, this study recommends challenging ‘reinventing the wheel’ by applying
    diversifying teacher training practices, improving school-level technologies, and
    adapting emergency responsive education policies at the school level.

  • Assessment of Causing Factors for Cheating During Examination
    Vol. 1 No. 01 (2022)

    The basic purpose of the present study was to assess the root causes and provoking
    factors of cheating during an examination and to propose possible solutions to take
    corrective actions in public secondary schools in Gedeo zone, Southern Nations
    Nationalities and Peoples Region, Ethiopia. Because of the homogeneity of schools,
    five schools were randomly selected out of the 24 public secondary schools in the
    Zone. Similarly, 387 student samples were taken by using simple random sampling
    techniques to give equal chances to all respondents, while 10 school principals and 10
    teachers were selected by availability sampling. The research adopted an embedded
    mixed (QUANT+qual) design. Questionnaires (quantitative data) for students and
    unstructured interviews (qualitative data) for principals and teachers were used as
    collecting instruments. Besides descriptive statistics, principal component analysis,
    multiple correlations, and multiple linear regression using model IBM SPSS Statistics
    20 were used. The result of the study signifies the positive and direct relationships
    between cheating and the predictor variables. The study is expected to provide
    evidence-based information for curriculum developers, policy makers, educational
    officials, school principals, science teachers, and school communities as a whole.
    The report also adds new knowledge to the existing literature.

  • The Relationship between Students Speaking Achievement and Foreign Language Speaking Anxiety
    Vol. 1 No. 01 (2022)

    This study was designed to investigate the major causes of speaking anxiety and the
    relationship between students speaking anxiety and student speaking achievement.
    For this purpose 135 grade 12(twelve) social and natural science stream students
    were randomly selected from Hawassa, Addis ketema preparatory and secondary
    school. A self-reporting Foreign Language Speaking Anxiety Scale questionnaire
    (FLSAS) which is consisted of 28 items was administered to measure the students’
    English speaking anxiety level. To determine the relationship between the students
    speaking anxiety and speaking achievement, the result of achievement test, which was
    designed by the researcher, was used. 

  • Effects of Cooperative Learning on the Academic Achievement and attitude towards cooperative learning: the case of Dilla College of Teacher Education First Year Mathematics Students
    Vol. 1 No. 01 (2022)

    The purpose of this study was to investigate the effects of cooperative learning on academic achievement and attitudes towards cooperative learning of first-year mathematics students at Dilla College of Teacher Education in Ethiopia. In doing so, a quasi-experimental study design was employed. Simple random allocation was conducted, one class (n1 = 38) being considered as the experimental group, and the other class (n2 = 39) being considered as the control group. A pretest was administered for both groups before conducting intervention. After eight weeks of instruction, a post-test was administered for both experimental and control group participants. Data analysis was conducted through a paired t-test to determine performance by comparing the mean of both groups at a p 0.05 level of significance.
    The results confirmed that there was a significant difference in mean test scores between the two groups of participants, t = 9.358, p 0.05, with the experimental group scoring higher than the control group. This shows that cooperative learning has great power to improve their academic performance.

  • Students with Disabilities Inclusion in Higher Education: Forgotten Issue in Disability Literatures
    Vol. 1 No. 01 (2022)

    The purpose of this study was to look into the inclusion of disabled students in
    higher education institutions. A quantitative technique was utilized in conjunction
    with a cross-sectional survey design. A total of 246 SWDs were chosen from five
    Ethiopian public HEIs using a stratified proportionate random sampling technique.
    Frequency, percentage, mean, standard deviation, correlation, one-sample t-test,
    multiple regressions, Independent samples t-test, and One Way ANOVA were used
    to examine data acquired through a college student experience questionnaire. The
    pupils were found to be enrolled in the institutions, according to the findings. When
    compared to male students, female students scored higher on inclusion. Pupils
    who were blind were more included than students who were deaf or had physical
    limitations. However, the pupils’ inclusion does not seem to be affected by their year
    level.The conclusion is that, despite the fact that inclusion has been discussed in
    disability literature for a long time, there is no scale to quantify it in higher education.
    As a result, the advice is that a scale be devised, and that males who are deaf and
    have physical limitations, for example, be assisted by institutions.

  • PGDT Trainees’ Coping Styles, Locus of Control and Sex as Predictor of Psychological Wellbeing: Evidence from Dilla University Institute of Education and Behavioral Sciences PGDT Trainees
    Vol. 1 No. 01 (2022)

    Educational settings are one of the areas of academic study where studying school
    teachers’ psychological constructs is especially important. The purpose of this
    research was to examine the relationship between locus of control, coping styles,
    and sex with psychological well-being among PGDT (Post Graduate Diploma in
    Teaching) trainees at Dilla University. What do the locus of control, coping style, and
    psychological wellbeing profiles of the participants look like? Do locus of control
    orientation, sex, and coping styles have a significant relationship with psychological
    wellbeing dimensions? Do locus of control, sex, and coping styles have significant
    joint or unique predictive validity for psychological wellbeing? The study employed
    a correlational research design. The population of the current study includes all
    regular and summer program PGDT trainees in the Institute of Education and
    Behavioral Science at Dilla University. 209 trainees were chosen as the sample
    using the proportionate stratified random selection approach. The Ryff Psychological
    Wellbeing, Locus of Control Scale, and Coping Style Scale were utilized to collect
    data. The data was examined in descriptive ways, such as mean and standard
    deviation, as well as inferential statistics, such as Pearson correlation, independent
    sample t-test, and hierarchical multiple regression, using the SPSS-23 statistical
    program. The findings demonstrate that locus of control has a negative significant link
    with psychological well-being in all six domains, including self-acceptance, positive
    interpersonal relationships, autonomy, environmental mastery, life purpose, and
    personal progress (P .05). Furthermore, the problem-focused coping style and its six
    aspects have a considerable positive link with psychological well-being (P .01). On
    the other hand, avoidant coping styles have a negative relationship with psychological
    wellbeing and its dimensions (P .01). Nonetheless, the emotion-focused coping style
    had no significant link with psychological well-being and its four dimensions (P >
    .05) except for autonomy and environmental mastery (P .05). Coping techniques
    and locus of control orientation can contribute to psychological well-being among
    university students, according to the findings. Problem-oriented coping styles, in
    particular, are positive predictors of psychological well-being, whereas avoidant
    coping styles, as well as external orientation in the locus of control, are negative
    predictors. The findings have consequences for the psychological makeup of trainees
    as well as future teaching careers.