Ethiopian Journal of Education Studies

Misconceptions as a Barrier to Understanding Biological Science Lessons: A Systematic Review of Pertinent Studies

Girma Moti Geeltu — 2024-04-04

The purpose of this systematic review was examining the influences of misconception on learning biological concepts. A misconception can be identified as something that people believe, but that are not actually correct. Some topics in biological science lessons are always giving misconception to students. This review provides information about an overview of the most common topics that students usually get misconception in biological science lessons. Furthermore, it provides information about the major factors contributing student’s misconceptions, ways to correct student’s misconception and previous research on misconception and existing research gap in Ethiopia.

Identification and Intervention of Children with Emotional and Behavioral Disorders: Practices and Challenges in Primary Schools

Dr. Tesfaye Basha — 2024-04-04

Identification and support of students with emotional and behavioral disorders (EBD) in integrated schools is a complex and challenging process. Investigation of identification and intervention practices and challenges for children with EBD in primary schools of Boloso Bombe Woreda was the main focus of this study. An explanatory design (QUAN, qual ) of a mixed research approach was employed.Purposive, available, and simple random sampling techniques were used to select 21 students with EBD, 21 parents, 50 teachers, 7 special needs education experts, and 7 principals. Data obtained through questionnaires, interviews, FGD, and observation were analyzed using both quantitative and qualitative techniques. The result of the study revealed that the identification and intervention practices were leveled as poor and very traditional. This low level of implementation manifested by lack of awareness on the identification and intervention techniques, knowledge gap on the types, causes, symptoms of EBD, problem in implementation identification and intervention techniques, lack of on-job training on how to identify and intervene students, absence of IEP teams, poor adaptation and modification of the instruction, negative attitude towards children with EBD, lack of effective monitoring and support by administrative, large number of students in a class, insufficient counselors and special needs education experts, and poor stockholders involvement. These results indicate identification and intervention practices for children with EBD lacks great attention. To ameliorate the problem contextualizing standard identification tools, organizing IEP teams, hiring well trained special needs experts and principals, creating attractive instructional environment, adaptation and modification of the curriculum, and monitoring and evaluation of the strategy’s effectiveness are crucial.

Elucidating Enclosed Truths in Ethiopian Education System during Imperial Periods: a Realist Review

Eshetu Mandefero — 2024-04-04

Ethiopia undertakes inordinate opportunities and challenges to shape its education system. Notwithstanding the positive connotations of understanding the Ethiopian educational system, the exact educational configuration should be clarified. Thus, this realist review examined Ethiopian education during the imperial period, its growth patterns, external and internal challenges, and the colonial influences that hindered education transformation. The diversification of political party-oriented leadership in the education system from internal perspectives and hidden neo-colonialist ideology-oriented support from external bodies were identified as enclosing the truth offered by the imperial government in education development. Furthermore, it has been found that the enclosed facts that the imperial government sacrificed for generations to advance education for nation-building have been covered in dust by prudish politicians in the last three decades. It also identified the inhibiting and promoting efforts of international partners during the imperial period in education in Ethiopia.

Gender Representation in selected Literary Texts: Grade five to Eight EFL Textbooks in focus

Mengistu Anagaw — 2024-04-04

The study is a purely qualitative content analysis intending to examine gender representation in literary texts unearthing how gender dis/parity unfolds in grades five to eight English language textbooks. The design enables researchers to identify the frequency of literary texts and examine the nature of tasks driven from literary texts thereby showing gender representation and gender parity and disparity. The ways gender parity and disparity unfold in literary texts need both qualitative and quantitative analysis. Hence, data generated from literary texts are coded and organized into themes. The findings reveal that literary texts' portrayal of gender in terms of visibility is frequent. On the contrary, the theme-level representation of gender in the literary texts raises questions about previous approaches to studying gender representation. For instance, in terms of themes of literary texts, gender representation is controversial. The level of visibility and sexist language use doesn’t guarantee parity of gender representation in themes of literary texts. For instance, in the poem My mother the feminine gender is visible. Likewise, in taming a husband the feminine pronoun is visible. Besides the roles given, the gender disparity occurs in these literary texts at the theme level. Accordingly, it is suggested that literary selections for classroom use should be considered in terms of gender representation at the level of its theme to help teachers, material designers, and evaluators ensure gender representation in literary texts.

Perceptions and Performances of Secondary School Science Teachers' Inquiry-Based Methods of Teaching in Hawassa University Technology Transfer Villages

Girma Moti Geeltu — 2024-04-04

The study investigated perceptions and performances of secondary school science teachers’ inquiry-based methods of teaching. The researchers employed a mixed approach with a descriptive cross-sectional survey design. The primary sources of data were principals, department heads, and teachers. The researchers selected the study subjects using availability, purposive, and stratified sampling techniques. The researchers’ collected the data using data collection tools such as questionnaires, interview, and observation from the sources The researchers analyzed quantitative data using frequency, percentages, mean, independent sample t-test and one-way-ANOVA. The data obtained through interviews and observations was qualitatively narrated under their main themes. The findings of the study revealed that science teachers positively perceived the use of inquiry-based teaching methods. Despite their positive perceptions, the practices of using inquiry-based teaching methods in science instruction were rare and that there was no a statistically significant difference of means of respondents. The major challenges that impeded teachers from performing inquiry-based teaching methods were lack of instructional materials, absence of laboratory equipment, chemicals, manuals, and lab-technicians, large class size, lack of creativity and innovation among teachers and lack of teachers’ competences. Hence, the study recommended that college of education; district educational offices and schools should enhance teachers’ performance via devising necessary professional and pedagogical training.

Brief Review of Phenomenological Research Design in Education

Gelan Gagura — 2024-04-04

This paper discusses on phenomenological research in education, which seeks to understand and describe the subjective experiences of individuals in educational contexts to promote empathy and understanding among different stakeholders. To achieve the objective of this paper, conventional qualitative content analysis methods adhering to the naturalistic paradigm was employed to describe a phenomenon. Phenomenological research design in education is a qualitative research approach that focuses on the subjective experiences of individuals in a particular situation or phenomenon. It aims to understand the meaning and essence of these experiences through in-depth interviews, observations, and analysis of personal reflections. It recognizes the importance of language and interpretation in capturing complex human experiences. Confidentiality and sharing of research findings with participants is important to uphold ethical standards. It is valuable in education as it provides rich and detailed descriptions of individuals’ experiences and can inform tailored interventions and policies. Nevertheless, the subjectivity of the results limits generalizability and the methodology can be time- and resource-intensive. In general, this approach is particularly useful in exploring complex educational issues and can provide valuable insights into the perspectives of students, teachers, and other stakeholders. Overall, phenomenological research design can offer a unique and valuable perspective on educational phenomena that cannot be captured through other research methods.

Primary School Teachers role to implementing Inclusive Education in Selected Primary Schools of Hawassa City Administration, Sidamma Region

Kalkidan Menkir — 2024-04-04

The purpose of this study was assessing primary school teacher’s role to implementing inclusive education in selected primary schools of Hawassa city administration. To achieve this purpose, the researcher utilized a convergent mixed research method. The questionnaire was responded by 46 teachers and 12 experts. Likewise semi-structured interview was conducted with 4 principals and nine students with disability. They were selected from four sampled primary schools. Quantitative data was tabulated and analysed by using descriptive statistics and inferential statistics. Whereas, the qualitative data was analysed using a thematic analysis approach. The finding of the study shows that, teachers failed to carry out their roles in an accurate manner to the implementation of inclusive education practices. Hence, inclusive education in participant schools was not practiced well. This is because of Teachers didn’t understand well about their role to implement inclusive education; the absence of adequately trained teachers about the implementation of inclusive education; teachers also lack knowledge, commitment and consistency to implement inclusive education. Furthermore, lack of appropriate instructional materials for learners with disabilities; a shortage of experts trained in special needs education; and a lack of parents and community awareness about their children's education were another factors influencing the implementation of inclusive education. Thus, this condition directly challenges the implementation of inclusive education and exacerbates the barriers that prevent students with disabilities from attending school in particular and from participating in other activities of community in general. Hence, the researcher suggested: provision of adequate training for teachers; employing more experts in special needs education; improving the budget allocated for implementation of inclusive education; and inaugurating policy to evaluate the practice of teachers in particular and schools in general regarding the implementation of inclusive education

The Effects of Using Global Literatures on Students’ Global Attitudes and Intercultural Competences among Ambo University Freshman Students

Habtamu Walga Adaba — 2024-04-04

This study investigated the effects of using global literatures on students’ global attitudes and intercultural competence among ambo university freshman students in 2023. Quasi-experi-mental design was used to answer the research questions. Comparison group and comparison group students were took part in the study. Comparison group participated in eight weeks global literature intervention, and comparison group did not participate in the intervention, but attended their regular classes. Questionnaires and interview were used as data gathering instruments. The collected data were analyzed by using SPSS 23 version while interview was analyzed qualitatively. The students who participate in the global literature increased their global attitudes from 39.16 to 42.62, with difference of 3.46. However, the mean score of comparison group increased from of 38 to 39.88, with the difference of 1.88. When compared to comparison group, the students in treatment group showed greater score. In a similar way, the students in treatment group increased their intercultural competences after the global literatures intervention than students who did not participate in it (M= 2.94, SD=.13 to M=3.86, SD=.19). This study also found that the use of global literatures positively affected students’ students’ perception about global literature. Therefore, it is necessary for teachers to include learning from multi-cultures so that their students understand others’ culture, religious, and be member of global community.

Relationship of Transactional and Laissez-Faire Leadership Styles with Teachers Job Satisfaction in Secondary Schools of Konso Zone, Southern Ethiopia

Dr Samuel Asefa — 2024-04-04

The primary purpose of the study was to assess the relationship between transactional and laissez-faire leadership styles with teachers’ job satisfaction in secondary schools of Konso zone, Southern Ethiopia. To this effect, the study employed descriptive survey and explanatory correlational research design. The study involved 110 participants from five secondary schools namely: Abaroba, Fasha, Kemele, Arfide and Konso by systematic random sampling technique. The MLQ was employed to collect data from the rafters. The data were analyzed quantitatively using descriptive method of statistics. The results of this study revealed that although both leadership styles have not been practiced adequately, transactional leadership style was relatively the prominent leadership style. It was also found that organizational outcome (teachers’ job satisfaction) was considerably effective in the schools. From transactional leadership factors although all of them have not been practiced adequately, contingent reward was perceived as the most effective component in the schools. Respondents’ age found to be minimally altering the correlation between laissez-faire and teachers job satisfaction. The study also suggested to employ transactional and laissez-faire leadership styles via considering the contingency theory as the paramount important for schools effectiveness. The researchers also recommended to give more attention by the concerning parties in providing school leaders a targeted training that will help them develop a better understanding about the different leadership styles and the associated organizational outcomes.