Mulugeta Teka | Bahir Dar University (original) (raw)
Books by Mulugeta Teka
This study intended to investigate EFL teachers' beliefs about direct/explicit and indirect/impli... more This study intended to investigate EFL teachers' beliefs about direct/explicit and indirect/implicit grammar instruction. A simple random sampling technique was applied to select 396 secondary school EFL teachers among those who were pursuing their M.A. studies in the summer program of five universities. Among these, 348 participants responded to a questionnaire consisting of 21 items adapted from Jean and Simard (2011) and from . Then an exploratory factor analysis was applied, and the test determined only 15 items that would address the two types (direct and indirect) of grammar instruction. The results indicated that the teachers believed that implicit grammar teaching was viable, but they favored the explicit grammar teaching in their context. The paired sample t-test result, t (347) = 5.655; p< .05; Cohen's d = .95), revealed that the teachers had significantly stronger beliefs in the direct/explicit grammar instruction than in indirect/implicit grammar instruction. The two-way ANOVA results revealed that the participants' beliefs about direct grammar instruction significantly differed (F (2, 346) = 14.120; p < .05, partial eta square= .076) as a function of teaching experience in favor of the group of the most experienced teachers, but their belief about indirect grammar instruction did not differ as a function of both teaching experience and level of school they taught. The findings suggest a possible tension and conflict between belief and practice in the grammar instructional process, given the strong impact of teacher beliefs on teaching behaviors as the literature confirmed. Recommendations have also been included considering the findings of the study.
Ethiopian Journal of Language, Culture and Communication, 2018
የጥናቱ ዋና ዓላማ የራስመር መማር ብልሃቶች አንብቦ የመረዳት ችሎታንና የማንበብን ተነሳሽነት የማሳደግ ሚና መመርመር ነው፡፡ ዓላማውን ለማሳካትም ፍትነትመ... more የጥናቱ ዋና ዓላማ የራስመር መማር ብልሃቶች አንብቦ የመረዳት ችሎታንና የማንበብን ተነሳሽነት የማሳደግ ሚና መመርመር ነው፡፡ ዓላማውን ለማሳካትም ፍትነትመሰል የጥናት ንድፍ ተግባራዊ የተደረገ ሲሆን፣ ተሳታፊዎቹ በጎንደር ከተማ አስተዳደር በልዑል አለማየሁ ቴዎድሮስ አንደኛ ደረጃ ትምህርትቤት በ2010 ዓ.ም ትምህርታቸውን የተከታተሉ የሰባተኛ ክፍል ተማሪዎች ናቸው፡፡ በትምህርትቤቱ ከሚገኙ የሰባተኛ ክፍል ተማሪዎች መካከል በአንድ መምህር ከሚማሩ አምስት ክፍሎች ተማሪዎች ውስጥ 74 እና 75 ክፍሎች በተራ የእጣ ናሙና ዴ ተለይተዋል፡፡ መረጃዎቹ በቅድመትምህርትና በድኅረትምህርት በአንብቦ መረዳት ፈተናና በማንበብ ተነሳሽነት የጽሑፍ መጠይቅ ተሰብስበዋል፡፡ በአንብቦ መረዳት ፈተናውና በማንበብ ተነሳሽነት የጽሑፍ መጠይቁ የተሰበሰቡት መረጃዎች በየአይነታቸው ከተደራጁ በኋላ በአማካይ ውጤት፣ በልይይት ትንተናና በአበር ልይይት ትንተና ተሰልተው ተተንትነዋል፡፡ በቅድመትምህርት በአንብቦ የመረዳት ፈተናና በማንበብ ተነሳሽነት የጽሑፍ መጠይቅ ተመጣጣኝ አማካይ ውጤቶች የተመገበባቸው የሙከራውና የቁጥጥሩ ቡድኖች በድኅረትምህርት ፈተናና በድኅረትምህርት የማንበብ ተነሳሽነት የሙከራው ቡድን ተማሪዎች ከቁጥጥሩ ቡድን ተማሪዎች የበለጠ ጉልህ የሆነ ልዩነት (P= <0.05) አሳይተዋል፡፡ ይህ ውጤትም የራስመር መማር ብልሃቶች የተማሪዎችን የአንብቦ መረዳት ችሎታና የማንበብን ተነሳሽነት ከማሻሻል አኳያ ጉልህ ሚና ሊኖራቸው እንደሚችል አመላክቷል፡፡
Journal of Teacher Education and Educators
Background of the Study In a teacher education program that aims at enabling student teachers mak... more Background of the Study In a teacher education program that aims at enabling student teachers make a transition from their academic setting to the realities of teaching in schools, school-based experience is vitally important. This school-based involvement, namely practicum, is conceived of as an opportunity that enables student teachers to observe and participate in diverse educational settings, and apply the theories and concepts learned in their coursework as traditional applied science model (Wallace, 1991) made clear. The recent reflective practitioner model also considered practicum as an important means in which student teachers get practical classroom teaching experiences that help them examine and reflect upon their beliefs, values, and practices and refine their personal theories (Richards & Crookes, 1988). Be it within the traditional applied science model or in the reflective practitioner model, the significance of practicum in teacher education would not be repudiated, and this has been accentuated by many scholars
Ethiopian Journal of Languae, Culture and Communication
The purpose of this research was determining the level of EFL students' language learning strateg... more The purpose of this research was determining the level of EFL students' language learning strategy use and investigating the relationship of language achievement with language learning strategy use and perceived self-efficacy. The target population for the study consisted of 73 English major students of the Bahir Dar University. As the size of population was manageable, comprehensive sampling was employed to involve all undergraduate students from Year I to Year III. Two standardized questionnaires and document analysis were the instruments used to gather data. Different statistical techniques were employed to analyze the data. First, the overall SILL mean (M= 3.27) represents that the participants used learning strategies at a medium level. Among the six clusters of strategies, the most-preferred strategies were cognitive (M=3.57) which involved repeating, analyzing, and summarizing information. Second, a strong positive correlation was found between language learning strategy use, self-efficacy and language achievement. Third, language learning strategy use tended to influence learners' language achievement more than self-efficacy does. Fourth, in the effort made to investigate differences in language learning strategy use and self-efficacy due to achievement level difference, significant statistical difference was not found. Based on the findings and the discussions, conclusions and educational implications were forwarded.
Bahir Dar Journal of Education, 2018
The objective of this study was to investigate whether there is an overall difference in instruct... more The objective of this study was to investigate whether there is an overall difference in instructors' beliefs about and practice of active learning methods as a function of the ongoing continuous professional development, known as Higher Diploma Program (HDP). To achieve this objective, it was essential to examine the level of instructors' beliefs and practice in active learning methods. The participants of the study were 58 university instructors (31 HDP participants and 27 non-participants), selected using a stratified sampling technique from four faculties of Bahir Dar University. They responded to a questionnaire having two parts: beliefs about active learning methods and application of active learning methods. The study first employed one sample t-tests which showed that, though these instructors held significantly stronger beliefs about active learning methods than the expected level, they reportedly implemented active learning methods slightly less frequently than the expected level. Then, after computing means and standard deviations for each of the two groups of respondents (31 HDP participants and 27 non-participants), multivariate analysis of variance (MANOVA) was applied to compare the difference between HDP participants and non-participants in their beliefs and practice of active learning methods (when both dependent variables considered together). The results indicated that there was no significant multivariate difference between HDP participants and non-participants in their beliefs and practices of ALM. However, the univariate analyses proved that the HDP participation had a slightly better impact on the instructors' beliefs about ALM than on their practices of ALM. More precisely, the analysis revealed that instructors who participated in the HDP are not anymore strategic in handling learning situations through deploying appropriate ALM techniques than those who did not take the training.
This study attempted to investigate the level of EFL learners' epistemological beliefs and learni... more This study attempted to investigate the level of EFL learners' epistemological beliefs and learning strategy use as well as the contribution of epistemological beliefs to their learning strategy use in Bahir Dar University. Comprehensively selected 136 EFL students at the Faculty of Humanities of Bahir Dar University responded to modified versions of Epistemological Beliefs Questionnaire and Motivated and Self Directed Learning Strategies Questionnaire. The descriptive statistics showed that the participants generally held a low level of epistemological beliefs (mean scores ranging from 2.49 to 3.09 on a five-point scale) and they moderately used cognitive and metacognitive learning strategies (mean scores ranging from 3.29 to 3.82 on a fivepoint scale). The results of multivariate analysis indicated there was a significant multivariate effect of epistemological beliefs on the various dimensions of learning strategies, contributing 15.8% of the variance. The follow-up univariate analyses also showed the difference in epistemological beliefs had a significant impact on their use of all dimensions of learning strategies except rehearsal strategy. This means that EFL students with sophisticated epistemological beliefs, compared to their counterparts with naïve beliefs, are more strategic in handling learning situations through deploying appropriate higher order cognitive and metacognitive learning strategies.
EJLCC, 2017
የዚህ ጥናት ዓላማ የአማራጭ ምዘናዎች የተማሪዎችን ድርሰት የመጻፍ ችሎታ የማሻሻል ሚና መመርመር ነበር፡፡ ዓላማውን ከግብ ለማድረስም፣ በ2009 ዓ.ም ... more የዚህ ጥናት ዓላማ የአማራጭ ምዘናዎች የተማሪዎችን ድርሰት የመጻፍ
ችሎታ የማሻሻል ሚና መመርመር ነበር፡፡ ዓላማውን ከግብ ለማድረስም፣ በ2009 ዓ.ም
ከአርባ ምንጭ ዩኒቨርሲቲ የኢትዮጵያ ቋንቋ(ዎች) እና ስነጽሑፍ-ዐማርኛ ትምህርት ክፍል
አንደኛ ዓመት ተማሪዎች በቅድመትምህርትና በድኅረትምህርት ድርሰት የመጻፍ ችሎታ
ፈተናዎችና በድርሰት የመጻፍ ችሎታ ሂደታዊ ዕድገት መመዘኛ መሥፈርቶች አማካይነት
መረጃዎች ተሰብስበዋል፡፡ መረጃዎቹ ለትንተና ከመቅረባቸው በፊት ተጣርተው፣ ለትንተና
በሚያመች መለያ ስያሜ ተሰጥቷቸዋል፡፡ ከዚያም ከድርሰት የመጻፍ ችሎታ
የቅድመትምህርትና የድኅረትምህርት ፈተናዎች የተገኙት አማካይ ውጤቶችና መደበኛ
ልይይቶች በገላጭ ስታትስቲክስ ከተፈተሹ በኋላ፣ አጠቃላይ ድርሰት የመጻፍ ችሎታ
ውጤቶች በጥንድ ናሙና ቲ-ቴስት፣ ንዑሳን የመጻፍ ችሎታዎች ውጤቶች ደግሞ
በዊልኮክሰን ስሌት ተተንትነዋል፡፡ በድርሰት የመጻፍ ችሎታ ሂደታዊ ዕድገትም በጊዜ
ክትትሎሽ (Time series)፣ እንዲሁም መጠናዊ ልዩነቱን ለማየት፣ በዳግም ልኬት
ልይይት ተፈትሿል፡፡ በዚህም መሠረት የተማሪዎች አጠቃላይና ንዑሳን ድርሰት የመጻፍ
ችሎታዎች የድኅረትምህርት አማካይ ውጤቶች ከቅድመትምህርት አማካይ ውጤቶች
ተሽለው ተገኝተዋል፡፡ በሂደታዊ የመማር ዕድገትም በየደረጃው የተገኙ አማካይ ውጤቶች
ዕድገት እንዳለ አሳይተዋል፡፡ ይህም የአማራጭ ምዘናዎች የተማሪዎችን ድርሰት የመጻፍ
ችሎታ በማሻሻል ረገድ አዎንታዊ ሚና እንዳላቸው አሳይቷል፡፡ የጥናቱ አንድምታም
ተግባርተኮር ድርሰት የመጻፍ ትምህርት በአማራጭ ምዘናዎች መታገዝ እንዳለበት
አመላክቷል፡፡ በዚህም መሠረት አዋጭነት ያላቸው የድርሰት ማስተማሪያ ዘዴዎችና
የትግበራ ሂደቶች ተጠቁመዋል፡፡
Papers by Mulugeta Teka
Addis Ababa University, Jun 1, 2009
Bahir Dar Journal of Education, Oct 5, 2021
The major objective of this study was to examine the relationship between English language learni... more The major objective of this study was to examine the relationship between English language learning anxiety and support (from teachers and peers) for Grade 9 students in a rural-based secondary school. A questionnaire consisting of three different scales (Foreign Language Classroom Anxiety Scale [FLCAS], Teacher Support Scale and Peer Support Scale) was administered to 150 students (91 Female and 56 Male) selected from a population of 783 students through a stratified random sampling technique. Both descriptive statistics (frequency counts, means and standard deviations), and inferential statistics (Pearson Product Moment Correlation, and Fisher's Z transform) were applied to analyse the data. The results of the study revealed that majority of the students were found to be slightly anxious in all dimensions of the anxiety scale. However, fear of negative evaluation was identified as the most anxiety provoking source for the participants. Moreover, the participants rated the support they got from their peers and teachers favourably well. All anxiety sub-variables (i.e. communication apprehension, fear of negative evaluation, test anxiety, and general English classroom anxiety) had a significant negative relationship with teacher support and peer support, with the exception of test anxiety with peer support. The correlation coefficients also showed notable differences in the strength of relationship between language learning anxiety and the support for female and male students even though Fisher's Z transform did not confirm the significance of the differences. From the findings, it can be inferred that the students' anxiety can be lowered to a certain extent by enhancing teacher and peer support in the cooperative learning environment so that students can be encouraged to enhance their confidence and self-esteemed in language classes.
International Journal of Foreign Language Teaching and Research, 2019
The objective of this study was to investigate whether there is an overall difference in instruct... more The objective of this study was to investigate whether there is an overall difference in instructors’ beliefs about and practice of active learning methods as a function of the ongoing continuous professional development, known as Higher Diploma Program (HDP). To achieve this objective, it was essential to examine the level of instructors’ beliefs and practice in active learning methods. The participants of the study were 58 university instructors (31 HDP participants and 27 non-participants), selected using a stratified sampling technique from four faculties of Bahir Dar University. They responded to a questionnaire having two parts: beliefs about active learning methods and application of active learning methods. The study first employed one sample t-tests which showed that, though these instructors held significantly stronger beliefs about active learning methods than the expected level, they reportedly implemented active learning methods slightly less frequently than the expecte...
Theory and Practice of Second Language Acquisition, 2021
This study aimed at examining the effects of corpus-based instructional mediation on EFL learners... more This study aimed at examining the effects of corpus-based instructional mediation on EFL learners’ academic writing skills improvement. To conduct the research, a quasi-experimental research design was employed. A total of 72 EFL mechanical engineering students participated in the study, and they were selected through a simple random sampling technique. Among them, 25 students were assigned to the experimental group and 47 students to the control group. The data were gathered by means of pre- and post-tests. Multivariate Analysis of Variance (MANOVA) was used to observe the statistical differences between the control and the experimental groups in their academic writing skills. The results showed that the students who were instructed through corpus-based instructional mediation outperformed than the students who were instructed in the conventional instructional approach. Particularly, the students who participated in the experimental group improved their content, communicative achi...
This study intended to investigate EFL teachers’ beliefs about direct/explicit and indirect/impli... more This study intended to investigate EFL teachers’ beliefs about direct/explicit and indirect/implicit grammar instruction. A simple random sampling technique was applied to select 396 secondary school EFL teachers among those who were pursuing their M.A. studies in the summer program of five universities. Among these, 348 participants responded to a questionnaire consisting of 21 items adapted from Jean and Simard (2011) and from Borg and Burns (2008). Then an exploratory factor analysis was applied, and the test determined only 15 items that would address the two types (direct and indirect) of grammar instruction. The results indicated that the teachers believed that implicit grammar teaching was viable, but they favored the explicit grammar teaching in their context. The paired sample t-test result, t (347) = 5.655; p< .05; Cohen’s d = .95), revealed that the teachers had significantly stronger beliefs in the direct/explicit grammar instruction than in indirect/implicit grammar ...
Theory and Practice of Second Language Acquisition
The main concern of this study was to investigate the effects of integrated reading and writing s... more The main concern of this study was to investigate the effects of integrated reading and writing skills instruction on EFL learners' critical thinking skills achievement at Bahir Dar University. At this point, a quasi-experimental research design was employed, and 96 English majoring students as experimental (n = 48) and control (n = 48) groups participated in the study with a random assignment. Herein, the experimental group was instructed through integrated reading and writing skills instruction and the control group with the conventional method for consecutive 12 weeks, and then, 25 (twenty-five) pre and post-tests of critical thinking questions were employed to assess students’ achievement. Data were collected through tests, and then the Kappa inter-rater reliability and split-half tests were employed to compute the reliability and internal consistency of both tests respectively. Finally, the data were analyzed using an independent t-test, and then the result of the pre-test ...
The current teacher education program in Ethiopia has taken a relatively new modality known as PG... more The current teacher education program in Ethiopia has taken a relatively new modality known as PGDT (Postgraduate Diploma in Teaching) program, in which candidates are admitted after obtaining a first degree in one of school subjects and expected to acquire professional knowledge (i.e., Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and knowledge of learners and context). The current study, therefore, aims to examine the practicum supervision practices of the PGDT program at Bahir Dar University (BDU) and Mekelle University (MU), Ethiopia. To achieve this, data were collected from student teachers (n=21), university supervisors (n=16), teacher educators (n=11), and cooperating teachers (n=19) and program coordinators (n=3) through interview along with document analysis. The results show that the practice fails to adequately address PCK as subject-specific pedagogy becomes a peripheral issue in the practicum supervision. Hence, it is called for restructuring the PGDT...
Theory and Practice in Second Language Acquisition, 2021
This study aimed at examining the effects of corpus-based instructional mediation on EFL learners... more This study aimed at examining the effects of corpus-based instructional mediation on EFL learners' academic writing skills improvement. To conduct the research, a quasi-experimental research design was employed. A total of 72 EFL mechanical engineering students participated in the study, and they were selected through a simple random sampling technique. Among them, 25 students were assigned to the experimental group and 47 students to the control group. The data were gathered by means of pre-and post-tests. Multivariate Analysis of Variance (MANOVA) was used to observe the statistical differences between the control and the experimental groups in their academic writing skills. The results showed that the students who were instructed through corpus-based instructional mediation outperformed than the students who were instructed in the conventional instructional approach. Particularly, the students who participated in the experimental group improved their content, communicative achievement, organization, grammar, and vocabulary usage than the students who participated in the control group. Therefore, this research calls for inclusion of corpus-based authentic linguistic elements in their teaching material when teaching academic writing courses in the EFL context.
Bahir Dar Journal of Education, 2020
The major objective of this study was to examine the relationship between English language learni... more The major objective of this study was to examine the relationship between English language learning anxiety and support (from teachers and peers) for Grade 9 students in a rural-based secondary school. A questionnaire consisting of three different scales (Foreign Language Classroom Anxiety Scale [FLCAS], Teacher Support Scale and Peer Support Scale) was administered to 150 students (91 Female and 56 Male) selected from a population of 783 students through a stratified random sampling technique. Both descriptive statistics (frequency counts, means and standard deviations), and inferential statistics (Pearson Product Moment Correlation, and Fisher's Z transform) were applied to analyse the data. The results of the study revealed that majority of the students were found to be slightly anxious in all dimensions of the anxiety scale. However, fear of negative evaluation was identified as the most anxiety provoking source for the participants. Moreover, the participants rated the support they got from their peers and teachers favourably well. All anxiety sub-variables (i.e. communication apprehension, fear of negative evaluation, test anxiety, and general English classroom anxiety) had a significant negative relationship with teacher support and peer support, with the exception of test anxiety with peer support. The correlation coefficients also showed notable differences in the strength of relationship between language learning anxiety and the support for female and male students even though Fisher's Z transform did not confirm the significance of the differences. From the findings, it can be inferred that the students' anxiety can be lowered to a certain extent by enhancing teacher and peer support in the cooperative learning environment so that students can be encouraged to enhance their confidence and self-esteemed in language classes.
Bahir Dar Journal of Education, 2020
This study intended to investigate EFL teachers' beliefs about direct/explicit and indirect/impli... more This study intended to investigate EFL teachers' beliefs about direct/explicit and indirect/implicit grammar instruction. A simple random sampling technique was applied to select 396 secondary school EFL teachers among those who were pursuing their M.A. studies in the summer program of five universities. Among these, 348 participants responded to a questionnaire consisting of 21 items adapted from Jean and Simard (2011) and from Borg and Burns (2008). Then an exploratory factor analysis was applied, and the test determined only 15 items that would address the two types (direct and indirect) of grammar instruction. The results indicated that the teachers believed that implicit grammar teaching was viable, but they favored the explicit grammar teaching in their context. The paired sample t-test result, t (347) = 5.655; p< .05; Cohen's d = .95), revealed that the teachers had significantly stronger beliefs in the direct/explicit grammar instruction than in indirect/implicit grammar instruction. The two-way ANOVA results revealed that the participants' beliefs about direct grammar instruction significantly differed (F (2, 346) = 14.120; p < .05, partial eta square= .076) as a function of teaching experience in favor of the group of the most experienced teachers, but their belief about indirect grammar instruction did not differ as a function of both teaching experience and level of school they taught. The findings suggest a possible tension and conflict between belief and practice in the grammar instructional process, given the strong impact of teacher beliefs on teaching behaviors as the literature confirmed. Recommendations have also been included considering the findings of the study.
Ethiopian Journal of Language, Culture and Communication , 2018
ጥናቱ በአማርኛ ትምህርት ልዕለግንዚቤያዊ ብልሃትን መማር አማርኛን እንደሁለተኛ ቋንቋ የሚማሩ ተማሪዎችን አንብቦ የመረዳት ችሎታ ለማሻሻል ያለውን አስተዋጽ... more ጥናቱ በአማርኛ ትምህርት ልዕለግንዚቤያዊ ብልሃትን መማር አማርኛን እንደሁለተኛ ቋንቋ የሚማሩ ተማሪዎችን አንብቦ የመረዳት ችሎታ ለማሻሻል ያለውን አስተዋጽዖ መርምሯል፡፡ ጥናቱ የተከናወነው በፍትነት መሰል የምርምር ስልት ላይ የተመሰረተ የሁለት ቡድኖች (የፍትነትና የቁጥጥር) ቅድመትምህርትና ድህረትምህርት ፈተና የምርምር ንድፍን ተከትሎ ነው፡፡ ተሳታፊዎች በአርባምንጭ ሁለተኛ ደረጃና መሰናዶ ትምህርትቤት በ2010 ዓ.ም የ9ኛ ክፍል ተማሪዎች ናቸው፡፡ የፍትነት ቡድን ተሳታፊዎች (n= 30) በልዕለግንዚቤያዊ ብልሃት፣ የቁጥጥር ቡድን ተሳታፊዎች (n= 30) በነባር ማንበብን የማስተማር ዴ በአምስት ሳምንት ለ15 ክፍለጊዛ አንብቦ መረዳትን ተምረዋል፡፡ ከተሳታፊዎቹ በቅድመትምህርትና በድህረትምህርት በአንብቦ መረዳት ፈተና መረጃዎች ተሰብስበዋል፡፡ በቅድመትምህርትና ድህረትምህርት የመረጃ ትንተና መሰረት የፍትነት ቡድን ተሳታፊዎች ከቁጥጥር ቡድን ተሳታፊዎች ይልቅ የተሻለ (p < 0.05) የአንብቦ መረዳት ውጤት አስመዜግበዋል፡፡ በአጠቃላይ የጥናቱ ውጤት አንብቦ መረዳትን በልዕለግንዚቤያዊ ብልሃት መማር የ9ኛ ክፍል ተማሪዎችን አንብቦ የመረዳት ችሎታ የማሻሻል በስታትሰቲክስ ጉልህ አስተዋጽዖ እንዳለው አመልክቷል፡፡
Ethiopian Journal of Language, Culture and Communication, 2018
የጥናቱ ዋና ዓላማ የራስመር መማር ብልሃቶች አንብቦ የመረዳት ችሎታንና የማንበብን ተነሳሽነት የማሳደግ ሚና መመርመር ነው፡፡ ዓላማውን ለማሳካትም ፍትነትመ... more የጥናቱ ዋና ዓላማ የራስመር መማር ብልሃቶች አንብቦ የመረዳት ችሎታንና የማንበብን ተነሳሽነት የማሳደግ ሚና መመርመር ነው፡፡ ዓላማውን ለማሳካትም ፍትነትመሰል የጥናት ንድፍ ተግባራዊ የተደረገ ሲሆን፣ ተሳታፊዎቹ በጎንደር ከተማ አስተዳደር በልዑል አለማየሁ ቴዎድሮስ አንደኛ ደረጃ ትምህርትቤት በ2010 ዓ.ም ትምህርታቸውን የተከታተሉ የሰባተኛ ክፍል ተማሪዎች ናቸው፡፡ በትምህርትቤቱ ከሚገኙ የሰባተኛ ክፍል ተማሪዎች መካከል በአንድ መምህር ከሚማሩ አምስት ክፍሎች ተማሪዎች ውስጥ 74 እና 75 ክፍሎች በተራ የእጣ ናሙና ዴ ተለይተዋል፡፡ መረጃዎቹ በቅድመትምህርትና በድኅረትምህርት በአንብቦ መረዳት ፈተናና በማንበብ ተነሳሽነት የጽሑፍ መጠይቅ ተሰብስበዋል፡፡ በአንብቦ መረዳት ፈተናውና በማንበብ ተነሳሽነት የጽሑፍ መጠይቁ የተሰበሰቡት መረጃዎች በየአይነታቸው ከተደራጁ በኋላ በአማካይ ውጤት፣ በልይይት ትንተናና በአበር ልይይት ትንተና ተሰልተው ተተንትነዋል፡፡ በቅድመትምህርት በአንብቦ የመረዳት ፈተናና በማንበብ ተነሳሽነት የጽሑፍ መጠይቅ ተመጣጣኝ አማካይ ውጤቶች የተመገበባቸው የሙከራውና የቁጥጥሩ ቡድኖች በድኅረትምህርት ፈተናና በድኅረትምህርት የማንበብ ተነሳሽነት የሙከራው ቡድን ተማሪዎች ከቁጥጥሩ ቡድን ተማሪዎች የበለጠ ጉልህ የሆነ ልዩነት (P= <0.05) አሳይተዋል፡፡ ይህ ውጤትም የራስመር መማር ብልሃቶች የተማሪዎችን የአንብቦ መረዳት ችሎታና የማንበብን ተነሳሽነት ከማሻሻል አኳያ ጉልህ ሚና ሊኖራቸው እንደሚችል አመላክቷል፡፡
This study intended to investigate EFL teachers' beliefs about direct/explicit and indirect/impli... more This study intended to investigate EFL teachers' beliefs about direct/explicit and indirect/implicit grammar instruction. A simple random sampling technique was applied to select 396 secondary school EFL teachers among those who were pursuing their M.A. studies in the summer program of five universities. Among these, 348 participants responded to a questionnaire consisting of 21 items adapted from Jean and Simard (2011) and from . Then an exploratory factor analysis was applied, and the test determined only 15 items that would address the two types (direct and indirect) of grammar instruction. The results indicated that the teachers believed that implicit grammar teaching was viable, but they favored the explicit grammar teaching in their context. The paired sample t-test result, t (347) = 5.655; p< .05; Cohen's d = .95), revealed that the teachers had significantly stronger beliefs in the direct/explicit grammar instruction than in indirect/implicit grammar instruction. The two-way ANOVA results revealed that the participants' beliefs about direct grammar instruction significantly differed (F (2, 346) = 14.120; p < .05, partial eta square= .076) as a function of teaching experience in favor of the group of the most experienced teachers, but their belief about indirect grammar instruction did not differ as a function of both teaching experience and level of school they taught. The findings suggest a possible tension and conflict between belief and practice in the grammar instructional process, given the strong impact of teacher beliefs on teaching behaviors as the literature confirmed. Recommendations have also been included considering the findings of the study.
Ethiopian Journal of Language, Culture and Communication, 2018
የጥናቱ ዋና ዓላማ የራስመር መማር ብልሃቶች አንብቦ የመረዳት ችሎታንና የማንበብን ተነሳሽነት የማሳደግ ሚና መመርመር ነው፡፡ ዓላማውን ለማሳካትም ፍትነትመ... more የጥናቱ ዋና ዓላማ የራስመር መማር ብልሃቶች አንብቦ የመረዳት ችሎታንና የማንበብን ተነሳሽነት የማሳደግ ሚና መመርመር ነው፡፡ ዓላማውን ለማሳካትም ፍትነትመሰል የጥናት ንድፍ ተግባራዊ የተደረገ ሲሆን፣ ተሳታፊዎቹ በጎንደር ከተማ አስተዳደር በልዑል አለማየሁ ቴዎድሮስ አንደኛ ደረጃ ትምህርትቤት በ2010 ዓ.ም ትምህርታቸውን የተከታተሉ የሰባተኛ ክፍል ተማሪዎች ናቸው፡፡ በትምህርትቤቱ ከሚገኙ የሰባተኛ ክፍል ተማሪዎች መካከል በአንድ መምህር ከሚማሩ አምስት ክፍሎች ተማሪዎች ውስጥ 74 እና 75 ክፍሎች በተራ የእጣ ናሙና ዴ ተለይተዋል፡፡ መረጃዎቹ በቅድመትምህርትና በድኅረትምህርት በአንብቦ መረዳት ፈተናና በማንበብ ተነሳሽነት የጽሑፍ መጠይቅ ተሰብስበዋል፡፡ በአንብቦ መረዳት ፈተናውና በማንበብ ተነሳሽነት የጽሑፍ መጠይቁ የተሰበሰቡት መረጃዎች በየአይነታቸው ከተደራጁ በኋላ በአማካይ ውጤት፣ በልይይት ትንተናና በአበር ልይይት ትንተና ተሰልተው ተተንትነዋል፡፡ በቅድመትምህርት በአንብቦ የመረዳት ፈተናና በማንበብ ተነሳሽነት የጽሑፍ መጠይቅ ተመጣጣኝ አማካይ ውጤቶች የተመገበባቸው የሙከራውና የቁጥጥሩ ቡድኖች በድኅረትምህርት ፈተናና በድኅረትምህርት የማንበብ ተነሳሽነት የሙከራው ቡድን ተማሪዎች ከቁጥጥሩ ቡድን ተማሪዎች የበለጠ ጉልህ የሆነ ልዩነት (P= <0.05) አሳይተዋል፡፡ ይህ ውጤትም የራስመር መማር ብልሃቶች የተማሪዎችን የአንብቦ መረዳት ችሎታና የማንበብን ተነሳሽነት ከማሻሻል አኳያ ጉልህ ሚና ሊኖራቸው እንደሚችል አመላክቷል፡፡
Journal of Teacher Education and Educators
Background of the Study In a teacher education program that aims at enabling student teachers mak... more Background of the Study In a teacher education program that aims at enabling student teachers make a transition from their academic setting to the realities of teaching in schools, school-based experience is vitally important. This school-based involvement, namely practicum, is conceived of as an opportunity that enables student teachers to observe and participate in diverse educational settings, and apply the theories and concepts learned in their coursework as traditional applied science model (Wallace, 1991) made clear. The recent reflective practitioner model also considered practicum as an important means in which student teachers get practical classroom teaching experiences that help them examine and reflect upon their beliefs, values, and practices and refine their personal theories (Richards & Crookes, 1988). Be it within the traditional applied science model or in the reflective practitioner model, the significance of practicum in teacher education would not be repudiated, and this has been accentuated by many scholars
Ethiopian Journal of Languae, Culture and Communication
The purpose of this research was determining the level of EFL students' language learning strateg... more The purpose of this research was determining the level of EFL students' language learning strategy use and investigating the relationship of language achievement with language learning strategy use and perceived self-efficacy. The target population for the study consisted of 73 English major students of the Bahir Dar University. As the size of population was manageable, comprehensive sampling was employed to involve all undergraduate students from Year I to Year III. Two standardized questionnaires and document analysis were the instruments used to gather data. Different statistical techniques were employed to analyze the data. First, the overall SILL mean (M= 3.27) represents that the participants used learning strategies at a medium level. Among the six clusters of strategies, the most-preferred strategies were cognitive (M=3.57) which involved repeating, analyzing, and summarizing information. Second, a strong positive correlation was found between language learning strategy use, self-efficacy and language achievement. Third, language learning strategy use tended to influence learners' language achievement more than self-efficacy does. Fourth, in the effort made to investigate differences in language learning strategy use and self-efficacy due to achievement level difference, significant statistical difference was not found. Based on the findings and the discussions, conclusions and educational implications were forwarded.
Bahir Dar Journal of Education, 2018
The objective of this study was to investigate whether there is an overall difference in instruct... more The objective of this study was to investigate whether there is an overall difference in instructors' beliefs about and practice of active learning methods as a function of the ongoing continuous professional development, known as Higher Diploma Program (HDP). To achieve this objective, it was essential to examine the level of instructors' beliefs and practice in active learning methods. The participants of the study were 58 university instructors (31 HDP participants and 27 non-participants), selected using a stratified sampling technique from four faculties of Bahir Dar University. They responded to a questionnaire having two parts: beliefs about active learning methods and application of active learning methods. The study first employed one sample t-tests which showed that, though these instructors held significantly stronger beliefs about active learning methods than the expected level, they reportedly implemented active learning methods slightly less frequently than the expected level. Then, after computing means and standard deviations for each of the two groups of respondents (31 HDP participants and 27 non-participants), multivariate analysis of variance (MANOVA) was applied to compare the difference between HDP participants and non-participants in their beliefs and practice of active learning methods (when both dependent variables considered together). The results indicated that there was no significant multivariate difference between HDP participants and non-participants in their beliefs and practices of ALM. However, the univariate analyses proved that the HDP participation had a slightly better impact on the instructors' beliefs about ALM than on their practices of ALM. More precisely, the analysis revealed that instructors who participated in the HDP are not anymore strategic in handling learning situations through deploying appropriate ALM techniques than those who did not take the training.
This study attempted to investigate the level of EFL learners' epistemological beliefs and learni... more This study attempted to investigate the level of EFL learners' epistemological beliefs and learning strategy use as well as the contribution of epistemological beliefs to their learning strategy use in Bahir Dar University. Comprehensively selected 136 EFL students at the Faculty of Humanities of Bahir Dar University responded to modified versions of Epistemological Beliefs Questionnaire and Motivated and Self Directed Learning Strategies Questionnaire. The descriptive statistics showed that the participants generally held a low level of epistemological beliefs (mean scores ranging from 2.49 to 3.09 on a five-point scale) and they moderately used cognitive and metacognitive learning strategies (mean scores ranging from 3.29 to 3.82 on a fivepoint scale). The results of multivariate analysis indicated there was a significant multivariate effect of epistemological beliefs on the various dimensions of learning strategies, contributing 15.8% of the variance. The follow-up univariate analyses also showed the difference in epistemological beliefs had a significant impact on their use of all dimensions of learning strategies except rehearsal strategy. This means that EFL students with sophisticated epistemological beliefs, compared to their counterparts with naïve beliefs, are more strategic in handling learning situations through deploying appropriate higher order cognitive and metacognitive learning strategies.
EJLCC, 2017
የዚህ ጥናት ዓላማ የአማራጭ ምዘናዎች የተማሪዎችን ድርሰት የመጻፍ ችሎታ የማሻሻል ሚና መመርመር ነበር፡፡ ዓላማውን ከግብ ለማድረስም፣ በ2009 ዓ.ም ... more የዚህ ጥናት ዓላማ የአማራጭ ምዘናዎች የተማሪዎችን ድርሰት የመጻፍ
ችሎታ የማሻሻል ሚና መመርመር ነበር፡፡ ዓላማውን ከግብ ለማድረስም፣ በ2009 ዓ.ም
ከአርባ ምንጭ ዩኒቨርሲቲ የኢትዮጵያ ቋንቋ(ዎች) እና ስነጽሑፍ-ዐማርኛ ትምህርት ክፍል
አንደኛ ዓመት ተማሪዎች በቅድመትምህርትና በድኅረትምህርት ድርሰት የመጻፍ ችሎታ
ፈተናዎችና በድርሰት የመጻፍ ችሎታ ሂደታዊ ዕድገት መመዘኛ መሥፈርቶች አማካይነት
መረጃዎች ተሰብስበዋል፡፡ መረጃዎቹ ለትንተና ከመቅረባቸው በፊት ተጣርተው፣ ለትንተና
በሚያመች መለያ ስያሜ ተሰጥቷቸዋል፡፡ ከዚያም ከድርሰት የመጻፍ ችሎታ
የቅድመትምህርትና የድኅረትምህርት ፈተናዎች የተገኙት አማካይ ውጤቶችና መደበኛ
ልይይቶች በገላጭ ስታትስቲክስ ከተፈተሹ በኋላ፣ አጠቃላይ ድርሰት የመጻፍ ችሎታ
ውጤቶች በጥንድ ናሙና ቲ-ቴስት፣ ንዑሳን የመጻፍ ችሎታዎች ውጤቶች ደግሞ
በዊልኮክሰን ስሌት ተተንትነዋል፡፡ በድርሰት የመጻፍ ችሎታ ሂደታዊ ዕድገትም በጊዜ
ክትትሎሽ (Time series)፣ እንዲሁም መጠናዊ ልዩነቱን ለማየት፣ በዳግም ልኬት
ልይይት ተፈትሿል፡፡ በዚህም መሠረት የተማሪዎች አጠቃላይና ንዑሳን ድርሰት የመጻፍ
ችሎታዎች የድኅረትምህርት አማካይ ውጤቶች ከቅድመትምህርት አማካይ ውጤቶች
ተሽለው ተገኝተዋል፡፡ በሂደታዊ የመማር ዕድገትም በየደረጃው የተገኙ አማካይ ውጤቶች
ዕድገት እንዳለ አሳይተዋል፡፡ ይህም የአማራጭ ምዘናዎች የተማሪዎችን ድርሰት የመጻፍ
ችሎታ በማሻሻል ረገድ አዎንታዊ ሚና እንዳላቸው አሳይቷል፡፡ የጥናቱ አንድምታም
ተግባርተኮር ድርሰት የመጻፍ ትምህርት በአማራጭ ምዘናዎች መታገዝ እንዳለበት
አመላክቷል፡፡ በዚህም መሠረት አዋጭነት ያላቸው የድርሰት ማስተማሪያ ዘዴዎችና
የትግበራ ሂደቶች ተጠቁመዋል፡፡
Addis Ababa University, Jun 1, 2009
Bahir Dar Journal of Education, Oct 5, 2021
The major objective of this study was to examine the relationship between English language learni... more The major objective of this study was to examine the relationship between English language learning anxiety and support (from teachers and peers) for Grade 9 students in a rural-based secondary school. A questionnaire consisting of three different scales (Foreign Language Classroom Anxiety Scale [FLCAS], Teacher Support Scale and Peer Support Scale) was administered to 150 students (91 Female and 56 Male) selected from a population of 783 students through a stratified random sampling technique. Both descriptive statistics (frequency counts, means and standard deviations), and inferential statistics (Pearson Product Moment Correlation, and Fisher's Z transform) were applied to analyse the data. The results of the study revealed that majority of the students were found to be slightly anxious in all dimensions of the anxiety scale. However, fear of negative evaluation was identified as the most anxiety provoking source for the participants. Moreover, the participants rated the support they got from their peers and teachers favourably well. All anxiety sub-variables (i.e. communication apprehension, fear of negative evaluation, test anxiety, and general English classroom anxiety) had a significant negative relationship with teacher support and peer support, with the exception of test anxiety with peer support. The correlation coefficients also showed notable differences in the strength of relationship between language learning anxiety and the support for female and male students even though Fisher's Z transform did not confirm the significance of the differences. From the findings, it can be inferred that the students' anxiety can be lowered to a certain extent by enhancing teacher and peer support in the cooperative learning environment so that students can be encouraged to enhance their confidence and self-esteemed in language classes.
International Journal of Foreign Language Teaching and Research, 2019
The objective of this study was to investigate whether there is an overall difference in instruct... more The objective of this study was to investigate whether there is an overall difference in instructors’ beliefs about and practice of active learning methods as a function of the ongoing continuous professional development, known as Higher Diploma Program (HDP). To achieve this objective, it was essential to examine the level of instructors’ beliefs and practice in active learning methods. The participants of the study were 58 university instructors (31 HDP participants and 27 non-participants), selected using a stratified sampling technique from four faculties of Bahir Dar University. They responded to a questionnaire having two parts: beliefs about active learning methods and application of active learning methods. The study first employed one sample t-tests which showed that, though these instructors held significantly stronger beliefs about active learning methods than the expected level, they reportedly implemented active learning methods slightly less frequently than the expecte...
Theory and Practice of Second Language Acquisition, 2021
This study aimed at examining the effects of corpus-based instructional mediation on EFL learners... more This study aimed at examining the effects of corpus-based instructional mediation on EFL learners’ academic writing skills improvement. To conduct the research, a quasi-experimental research design was employed. A total of 72 EFL mechanical engineering students participated in the study, and they were selected through a simple random sampling technique. Among them, 25 students were assigned to the experimental group and 47 students to the control group. The data were gathered by means of pre- and post-tests. Multivariate Analysis of Variance (MANOVA) was used to observe the statistical differences between the control and the experimental groups in their academic writing skills. The results showed that the students who were instructed through corpus-based instructional mediation outperformed than the students who were instructed in the conventional instructional approach. Particularly, the students who participated in the experimental group improved their content, communicative achi...
This study intended to investigate EFL teachers’ beliefs about direct/explicit and indirect/impli... more This study intended to investigate EFL teachers’ beliefs about direct/explicit and indirect/implicit grammar instruction. A simple random sampling technique was applied to select 396 secondary school EFL teachers among those who were pursuing their M.A. studies in the summer program of five universities. Among these, 348 participants responded to a questionnaire consisting of 21 items adapted from Jean and Simard (2011) and from Borg and Burns (2008). Then an exploratory factor analysis was applied, and the test determined only 15 items that would address the two types (direct and indirect) of grammar instruction. The results indicated that the teachers believed that implicit grammar teaching was viable, but they favored the explicit grammar teaching in their context. The paired sample t-test result, t (347) = 5.655; p< .05; Cohen’s d = .95), revealed that the teachers had significantly stronger beliefs in the direct/explicit grammar instruction than in indirect/implicit grammar ...
Theory and Practice of Second Language Acquisition
The main concern of this study was to investigate the effects of integrated reading and writing s... more The main concern of this study was to investigate the effects of integrated reading and writing skills instruction on EFL learners' critical thinking skills achievement at Bahir Dar University. At this point, a quasi-experimental research design was employed, and 96 English majoring students as experimental (n = 48) and control (n = 48) groups participated in the study with a random assignment. Herein, the experimental group was instructed through integrated reading and writing skills instruction and the control group with the conventional method for consecutive 12 weeks, and then, 25 (twenty-five) pre and post-tests of critical thinking questions were employed to assess students’ achievement. Data were collected through tests, and then the Kappa inter-rater reliability and split-half tests were employed to compute the reliability and internal consistency of both tests respectively. Finally, the data were analyzed using an independent t-test, and then the result of the pre-test ...
The current teacher education program in Ethiopia has taken a relatively new modality known as PG... more The current teacher education program in Ethiopia has taken a relatively new modality known as PGDT (Postgraduate Diploma in Teaching) program, in which candidates are admitted after obtaining a first degree in one of school subjects and expected to acquire professional knowledge (i.e., Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and knowledge of learners and context). The current study, therefore, aims to examine the practicum supervision practices of the PGDT program at Bahir Dar University (BDU) and Mekelle University (MU), Ethiopia. To achieve this, data were collected from student teachers (n=21), university supervisors (n=16), teacher educators (n=11), and cooperating teachers (n=19) and program coordinators (n=3) through interview along with document analysis. The results show that the practice fails to adequately address PCK as subject-specific pedagogy becomes a peripheral issue in the practicum supervision. Hence, it is called for restructuring the PGDT...
Theory and Practice in Second Language Acquisition, 2021
This study aimed at examining the effects of corpus-based instructional mediation on EFL learners... more This study aimed at examining the effects of corpus-based instructional mediation on EFL learners' academic writing skills improvement. To conduct the research, a quasi-experimental research design was employed. A total of 72 EFL mechanical engineering students participated in the study, and they were selected through a simple random sampling technique. Among them, 25 students were assigned to the experimental group and 47 students to the control group. The data were gathered by means of pre-and post-tests. Multivariate Analysis of Variance (MANOVA) was used to observe the statistical differences between the control and the experimental groups in their academic writing skills. The results showed that the students who were instructed through corpus-based instructional mediation outperformed than the students who were instructed in the conventional instructional approach. Particularly, the students who participated in the experimental group improved their content, communicative achievement, organization, grammar, and vocabulary usage than the students who participated in the control group. Therefore, this research calls for inclusion of corpus-based authentic linguistic elements in their teaching material when teaching academic writing courses in the EFL context.
Bahir Dar Journal of Education, 2020
The major objective of this study was to examine the relationship between English language learni... more The major objective of this study was to examine the relationship between English language learning anxiety and support (from teachers and peers) for Grade 9 students in a rural-based secondary school. A questionnaire consisting of three different scales (Foreign Language Classroom Anxiety Scale [FLCAS], Teacher Support Scale and Peer Support Scale) was administered to 150 students (91 Female and 56 Male) selected from a population of 783 students through a stratified random sampling technique. Both descriptive statistics (frequency counts, means and standard deviations), and inferential statistics (Pearson Product Moment Correlation, and Fisher's Z transform) were applied to analyse the data. The results of the study revealed that majority of the students were found to be slightly anxious in all dimensions of the anxiety scale. However, fear of negative evaluation was identified as the most anxiety provoking source for the participants. Moreover, the participants rated the support they got from their peers and teachers favourably well. All anxiety sub-variables (i.e. communication apprehension, fear of negative evaluation, test anxiety, and general English classroom anxiety) had a significant negative relationship with teacher support and peer support, with the exception of test anxiety with peer support. The correlation coefficients also showed notable differences in the strength of relationship between language learning anxiety and the support for female and male students even though Fisher's Z transform did not confirm the significance of the differences. From the findings, it can be inferred that the students' anxiety can be lowered to a certain extent by enhancing teacher and peer support in the cooperative learning environment so that students can be encouraged to enhance their confidence and self-esteemed in language classes.
Bahir Dar Journal of Education, 2020
This study intended to investigate EFL teachers' beliefs about direct/explicit and indirect/impli... more This study intended to investigate EFL teachers' beliefs about direct/explicit and indirect/implicit grammar instruction. A simple random sampling technique was applied to select 396 secondary school EFL teachers among those who were pursuing their M.A. studies in the summer program of five universities. Among these, 348 participants responded to a questionnaire consisting of 21 items adapted from Jean and Simard (2011) and from Borg and Burns (2008). Then an exploratory factor analysis was applied, and the test determined only 15 items that would address the two types (direct and indirect) of grammar instruction. The results indicated that the teachers believed that implicit grammar teaching was viable, but they favored the explicit grammar teaching in their context. The paired sample t-test result, t (347) = 5.655; p< .05; Cohen's d = .95), revealed that the teachers had significantly stronger beliefs in the direct/explicit grammar instruction than in indirect/implicit grammar instruction. The two-way ANOVA results revealed that the participants' beliefs about direct grammar instruction significantly differed (F (2, 346) = 14.120; p < .05, partial eta square= .076) as a function of teaching experience in favor of the group of the most experienced teachers, but their belief about indirect grammar instruction did not differ as a function of both teaching experience and level of school they taught. The findings suggest a possible tension and conflict between belief and practice in the grammar instructional process, given the strong impact of teacher beliefs on teaching behaviors as the literature confirmed. Recommendations have also been included considering the findings of the study.
Ethiopian Journal of Language, Culture and Communication , 2018
ጥናቱ በአማርኛ ትምህርት ልዕለግንዚቤያዊ ብልሃትን መማር አማርኛን እንደሁለተኛ ቋንቋ የሚማሩ ተማሪዎችን አንብቦ የመረዳት ችሎታ ለማሻሻል ያለውን አስተዋጽ... more ጥናቱ በአማርኛ ትምህርት ልዕለግንዚቤያዊ ብልሃትን መማር አማርኛን እንደሁለተኛ ቋንቋ የሚማሩ ተማሪዎችን አንብቦ የመረዳት ችሎታ ለማሻሻል ያለውን አስተዋጽዖ መርምሯል፡፡ ጥናቱ የተከናወነው በፍትነት መሰል የምርምር ስልት ላይ የተመሰረተ የሁለት ቡድኖች (የፍትነትና የቁጥጥር) ቅድመትምህርትና ድህረትምህርት ፈተና የምርምር ንድፍን ተከትሎ ነው፡፡ ተሳታፊዎች በአርባምንጭ ሁለተኛ ደረጃና መሰናዶ ትምህርትቤት በ2010 ዓ.ም የ9ኛ ክፍል ተማሪዎች ናቸው፡፡ የፍትነት ቡድን ተሳታፊዎች (n= 30) በልዕለግንዚቤያዊ ብልሃት፣ የቁጥጥር ቡድን ተሳታፊዎች (n= 30) በነባር ማንበብን የማስተማር ዴ በአምስት ሳምንት ለ15 ክፍለጊዛ አንብቦ መረዳትን ተምረዋል፡፡ ከተሳታፊዎቹ በቅድመትምህርትና በድህረትምህርት በአንብቦ መረዳት ፈተና መረጃዎች ተሰብስበዋል፡፡ በቅድመትምህርትና ድህረትምህርት የመረጃ ትንተና መሰረት የፍትነት ቡድን ተሳታፊዎች ከቁጥጥር ቡድን ተሳታፊዎች ይልቅ የተሻለ (p < 0.05) የአንብቦ መረዳት ውጤት አስመዜግበዋል፡፡ በአጠቃላይ የጥናቱ ውጤት አንብቦ መረዳትን በልዕለግንዚቤያዊ ብልሃት መማር የ9ኛ ክፍል ተማሪዎችን አንብቦ የመረዳት ችሎታ የማሻሻል በስታትሰቲክስ ጉልህ አስተዋጽዖ እንዳለው አመልክቷል፡፡
Ethiopian Journal of Language, Culture and Communication, 2018
የጥናቱ ዋና ዓላማ የራስመር መማር ብልሃቶች አንብቦ የመረዳት ችሎታንና የማንበብን ተነሳሽነት የማሳደግ ሚና መመርመር ነው፡፡ ዓላማውን ለማሳካትም ፍትነትመ... more የጥናቱ ዋና ዓላማ የራስመር መማር ብልሃቶች አንብቦ የመረዳት ችሎታንና የማንበብን ተነሳሽነት የማሳደግ ሚና መመርመር ነው፡፡ ዓላማውን ለማሳካትም ፍትነትመሰል የጥናት ንድፍ ተግባራዊ የተደረገ ሲሆን፣ ተሳታፊዎቹ በጎንደር ከተማ አስተዳደር በልዑል አለማየሁ ቴዎድሮስ አንደኛ ደረጃ ትምህርትቤት በ2010 ዓ.ም ትምህርታቸውን የተከታተሉ የሰባተኛ ክፍል ተማሪዎች ናቸው፡፡ በትምህርትቤቱ ከሚገኙ የሰባተኛ ክፍል ተማሪዎች መካከል በአንድ መምህር ከሚማሩ አምስት ክፍሎች ተማሪዎች ውስጥ 74 እና 75 ክፍሎች በተራ የእጣ ናሙና ዴ ተለይተዋል፡፡ መረጃዎቹ በቅድመትምህርትና በድኅረትምህርት በአንብቦ መረዳት ፈተናና በማንበብ ተነሳሽነት የጽሑፍ መጠይቅ ተሰብስበዋል፡፡ በአንብቦ መረዳት ፈተናውና በማንበብ ተነሳሽነት የጽሑፍ መጠይቁ የተሰበሰቡት መረጃዎች በየአይነታቸው ከተደራጁ በኋላ በአማካይ ውጤት፣ በልይይት ትንተናና በአበር ልይይት ትንተና ተሰልተው ተተንትነዋል፡፡ በቅድመትምህርት በአንብቦ የመረዳት ፈተናና በማንበብ ተነሳሽነት የጽሑፍ መጠይቅ ተመጣጣኝ አማካይ ውጤቶች የተመገበባቸው የሙከራውና የቁጥጥሩ ቡድኖች በድኅረትምህርት ፈተናና በድኅረትምህርት የማንበብ ተነሳሽነት የሙከራው ቡድን ተማሪዎች ከቁጥጥሩ ቡድን ተማሪዎች የበለጠ ጉልህ የሆነ ልዩነት (P= <0.05) አሳይተዋል፡፡ ይህ ውጤትም የራስመር መማር ብልሃቶች የተማሪዎችን የአንብቦ መረዳት ችሎታና የማንበብን ተነሳሽነት ከማሻሻል አኳያ ጉልህ ሚና ሊኖራቸው እንደሚችል አመላክቷል፡፡