Managing the Ethiopian Education Systems amid Emergencies: Lessons from COVID-19 Global CrisisVol. 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 ExaminationVol. 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 AnxietyVol. 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 StudentsVol. 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 LiteraturesVol. 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 TraineesVol. 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.