Dilla Journal of Education

Comparative analyses of education quality in primary schools of Gedeo Zone: Public vs private controversy, analyzed against resources allocation

Berhanu Moyeta Tufa, Mesfin Demisse Dukale — Fri, 19 Apr 2024 00:00:00 +0200

The objective of the study was to investigate the persistent debate as to whether public or private schools provide better quality education, focusing on resource allocation as a measure of commitment to educational quality. An input model was employed for comparing schools’ commitment for ensuring education quality. Besides, quantitatively slanted mixed-method approach, with concurrent design were used. Primary data were collected from staff, and secondary data were gathered through document analysis and observation of school facilities. Quantitative data were analyzed employing independent sample t-tests and eta-squared (η2) with the help of SPSS software, while qualitative data were narrated under relevant theme. The findings revealed mixed results. Public schools excel in terms of teachers’ qualifications, professional leadership, supervision, financial resource allocation and school facilities. Conversely, private schools were found to be more committed in providing books and maintaining aesthetics of the school environment. However, neither of the school type provided the ideal standards of human, financial and material resources. Likewise, the study concluded the suffering of education quality from shortfall of resource allocation in both school types. This calls for joint effort by education bureaus, schools leaders, teachers and parent for ending the trend. That is, emphases need to be made on human development and resource mobilization in both school categories; indeed, the teaching- Learning process in public schools needs special attention.

Effects of Nomophobia, Academic Distress and Introvert Personality on Academic - Achievement among Dilla, Hawassa and Wachamo University Students

Abrham Petros Wontamo, Alemayehu Brehanu Areda, Markos Malimo Setena — Sun, 21 Apr 2024 00:00:00 +0200

In today’s digital age, the pervasive use of smartphones has given rise to nomophobia, or the fear of being without one’s mobile device. This study investigates the impact of nomophobia, academic distress, and introverted personality traits on the academic achievement of university students at Dilla, Hawassa, and Wachamo Universities. A correlational design was utilized, employing stratified and simple random sampling
to select 432 participants from 17,280 students, alongside 9 purposively selected teachers for interviews. Data analysis using SPSS Version 25.0 revealed significant effects of nomophobia, academic distress, and introverted personality on academic achievement (F (3, 406) = 7.52, p =.032). Notably, nomophobia scores differed between males (M = 3.81, SD = 2.23, N = 254) and females (M = 3.12, SD = 3.41, N = 157), as did academic achievement scores (males: M = 4.13, SD = 4.091, N = 253; females: M = 4.85, SD = 3.950, N = 157), both at the.05 significance
level. These findings underscore the need for interventions to mitigate the impacts of nomophobia and academic distress, particularly for introverted students, suggesting that universities implement workshops and counseling services focused on digital wellness and stress management to enhance academic performance and contribute to students’ long-term success.

Comparative Study on Psychological Characteristics and Academic Achievement of First Year Students among Research, Applied and Comprehensive Universities

Taekegn Tadesse Gemeda, Tademe Zula Biramo — Mon, 15 Apr 2024 00:00:00 +0200

The objective of the study was to compare the psychological characteristics and academic achievement of first-year students enrolled in research, applied, and comprehensive universities. In doing so, the study included 436 first-year university students. A quantitative approach through a comparative cross-sectional survey design was applied. Three universities, one from each typology, were selected at random, and participants were selected by means of a multi-stage probability sampling procedure. Multivariate Analysis of Variance (MANOVA) was applied as the method of data analysis. The results demonstrated that a statistically significant difference was found, F (418, 2) = 11.151, p = .000, in academic achievement; F(418, 2) = 3.816, p = .023, in academic self-concept; and F(418, 2) = 5.863, p = .003, in anxiety-free learning. The mean score of the students from the research university outperformed that of the students from the applied university in academic achievement (p = .000), in academic self-concept (p = .024), and in anxiety-free learning (p = .003). On the other hand, a statistically significant difference was found in academic motivation, F (418, 2) = 4.639, p = .010, and in academic social skills, F (418, 2) = 5.731, p = .004. In that, students from the research university showed better academic motivation (p = .008) and academic social skills (p = .002), respectively. Thus, the study results imply that there should be speedy implementation of the differentiation process and the establishment of unique standards for each differentiated university in student placement, teaching-learning processes, and assessment procedures.

Examining Teachers' and Students' Beliefs, Practices, and Challenges in Utilizing Short Stories in Reading Classes: A Case Study of Selected Secondary Schools in Gedeo Zone

Tsedalech Namaga, Firew Bogale — Wed, 10 Apr 2024 00:00:00 +0200

This research aimed to examine teachers' practices, beliefs, and challenges in utilizing short stories in reading classes in selected secondary schools in Gede'o Zone, Ethiopia. Using both qualitative and quantitative approaches with a descriptive design, the study involved 250 students and 12 English teachers. Data was collected through questionnaires, semi-structured interviews, and classroom observations. The results reveal that both teachers and students have a positive view of the educational value of short stories. Teachers treasure the stories for their readability, brevity, and the fact that they raise students' self-awareness of numerous different modes of writing, cultures, and perspectives and essentially enrich students' vocabulary. Nonetheless, a big difference exists between students' preferences for learning and the methods used to deliver content. Bridging this gap could enhance the outcomes of language learning. Teachers have also noticed that students' interest and comprehension are sometimes diminished by technical jargon in textbooks, which frequently exceeds their comprehension levels. Also, not much difference is observed when compared with the results of reading strategies, motivational methods, or in brainstorming sessions. If these issues are addressed, then the potential of short stories for being tools for learning a language is likely to be very much increased.

Unheard Voices of Parents to Enroll their Children with Disabilities in Public and Private O/Preschool Classes in Gondar City Administration: Efforts at Home

Tadesse Abera Tedla, Zemenay Awulew Enyew — Mon, 08 Apr 2024 00:00:00 +0200

The purpose of the study was to investigate the lived experiences of previously unheard voices parents of children with disabilities to enroll their children in to O/preschools. Parents of children with disabilities, school principals, special needs education teachers, education bureau special need experts, and education bureau manager took part in the study. Transcendental phenomenological design with qualitative approach was used. Data were collected through semis-structured interview guide and focus group discussion guides and were analyzed thematically through in inductive and deductive approaches. Results indicated that parents tried hard their best to enroll their children in both public and private kindergartens, but the response of the schools’ was that they are not ready to accept such children. Parents with meager knowledge and sources are being challenged not to exert relevant efforts in and outside the home to compensate for the lack of access opportunities to help their children develop cognitive, social, motor, and behavioral skills. School principals, special needs education teachers, education bureau special need experts, and education bureau manager have tried their best to enroll the children with disabilities in to schools; but it seems things are beyond their capacity and it needs urgent government intervention to enforcing the schools to accept and accommodate these children. It can be concluded that the country’s constitution is not being implemented and children with disabilities are denied their education rights in O/preschool classes. The recommendations are government should be enforcing laws to force the schools to accept the children; special needs professionals be assigned in the schools; awareness be created to the society; and educators, counselors, and psychologists need to help the parents.