Abraham Tulu - Academia.edu (original) (raw)

Papers by Abraham Tulu

Research paper thumbnail of Perceived influence of COVID-19 pandemic on university students' learning and mental health in Ethiopia

Quality & Quantity

This study reports perceived influence of COVID-19 on students' learning and mental well-bein... more This study reports perceived influence of COVID-19 on students' learning and mental well-being. The data of 367 students were analysed using R. The linear regression model was fitted. A regression coefficient with 95% confidence interval (CI) was computed to identify factors associated with the perceived influence of COVID-19 on students' education and mental health. The mean ± standard deviation scores of perceived influence of COVID-19 on students' learning and communication for learning were 31.7 ± 6.7 and 21.6 ± 3.6, respectively. A similar number of students, 109 (29.7%) reported having depression and anxiety. Being a female student had a negative association with the effects of COVID-19 on learning, while being a rural resident had a strong positive association with both the effects of COVID-19 on learning and communication for learning. Similarly, being a social science student and in 2nd year of study were positively associated with higher history of depression a...

Research paper thumbnail of The practice and challenges of school-based teachers continuous professional development: A case of Government Secondary Schools of Hawassa City in Ethiopia

Educational Research and Reviews, 2019

The purpose of this study was to examine the practices and challenges of school-based teachers' c... more The purpose of this study was to examine the practices and challenges of school-based teachers' continuous professional development implementation in secondary schools of Hawassa City Administration. The study employed a descriptive survey design with both quantitative and qualitative method. The sampling technique used in the study was availability and simple random sampling technique. The sample size was 101 teachers (31 females and 70 male), four department heads, four principals, and four continuous professional development facilitators. The data gathering tools were through questionnaires, interview, and document analysis. Principals, senior teachers and Continuous Professional Development (CPD) facilitator were involved in the in-depth interview. The questionnaire was administered to 101 teachers, of which 101 of them were properly filled and returned. The data gathered through the questionnaire were analyzed using percentage, mean and standard deviation while the data gathered through interview and open-ended questions were narrated qualitatively. Results of the document analysis were also substantiating the quantitative analysis. The findings of the study revealed that the extent to which teacher's engagement in professional development activities such as mentoring, portfolio development, conducting action research, facilitating group discussions and peer observations, and evaluating the overall successes and failures of the implementation processes were inadequately implemented. The school principals, professional development facilitators, senior teachers as a mentor, the City Education Office Experts were providing insufficient support for the teachers. The major challenges identified were, lack of teachers motivation/interest, lack of adequate training, lack of skills in conducting action research, lack of adequate resource in conducting Continuous Professional Development, lack of trained facilitators, insufficient allocation of budget, lack of peer coaching and peer evaluation, and high workload to those who participate in continuous professional development were identified in this study as the serious challenges of Continuous Professional Development realization in secondary schools of Hawassa City Administration. Therefore, conclusions and recommendations were forwarded based on the finding of the study.

Research paper thumbnail of The practice and challenges of school-based teachers continuous professional development: A case of Government Secondary Schools of Hawassa City in Ethiopia

Educational Research and Reviews, 2019

The purpose of this study was to examine the practices and challenges of school-based teachers' c... more The purpose of this study was to examine the practices and challenges of school-based teachers' continuous professional development implementation in secondary schools of Hawassa City Administration. The study employed a descriptive survey design with both quantitative and qualitative method. The sampling technique used in the study was availability and simple random sampling technique. The sample size was 101 teachers (31 females and 70 male), four department heads, four principals, and four continuous professional development facilitators. The data gathering tools were through questionnaires, interview, and document analysis. Principals, senior teachers and Continuous Professional Development (CPD) facilitator were involved in the in-depth interview. The questionnaire was administered to 101 teachers, of which 101 of them were properly filled and returned. The data gathered through the questionnaire were analyzed using percentage, mean and standard deviation while the data gathered through interview and open-ended questions were narrated qualitatively. Results of the document analysis were also substantiating the quantitative analysis. The findings of the study revealed that the extent to which teacher's engagement in professional development activities such as mentoring, portfolio development, conducting action research, facilitating group discussions and peer observations, and evaluating the overall successes and failures of the implementation processes were inadequately implemented. The school principals, professional development facilitators, senior teachers as a mentor, the City Education Office Experts were providing insufficient support for the teachers. The major challenges identified were, lack of teachers motivation/interest, lack of adequate training, lack of skills in conducting action research, lack of adequate resource in conducting Continuous Professional Development, lack of trained facilitators, insufficient allocation of budget, lack of peer coaching and peer evaluation, and high workload to those who participate in continuous professional development were identified in this study as the serious challenges of Continuous Professional Development realization in secondary schools of Hawassa City Administration. Therefore, conclusions and recommendations were forwarded based on the finding of the study.

Research paper thumbnail of The Practices of Culturally Responsive Pedagogy in Nexus to Enhancing Female Students' Academic Performance in Selected Colleges of Teachers Education

The main objectives of this research were to investigate the practices of cultural responsive ped... more The main objectives of this research were to investigate the practices of cultural responsive pedagogy in nexus to enhancing female students' academic performance in college of teachers’ education. Through convergent parallel mixed method, the data were collected from 89 female and 50 male students, 40 instructors, 2 vice-academic deans and 2 gender coordination units were selected by using stratified, availability, simple random and availability sampling techniques respectively. Quantitative data were analyzed by using descriptive and inferential statistics whereas qualitative data were analyzed through narration. The findings of the study revealed that the awareness of different stakeholders on the practices of cultural responsive pedagogy in general and gender responsive pedagogy in particular was not encouraging. Preparation of gender responsive plans and utilization of gender inclusive language in classroom were not institutionalized. Although it requires special skills and...

Research paper thumbnail of Perceived influence of COVID-19 pandemic on university students' learning and mental health in Ethiopia

Quality & Quantity

This study reports perceived influence of COVID-19 on students' learning and mental well-bein... more This study reports perceived influence of COVID-19 on students' learning and mental well-being. The data of 367 students were analysed using R. The linear regression model was fitted. A regression coefficient with 95% confidence interval (CI) was computed to identify factors associated with the perceived influence of COVID-19 on students' education and mental health. The mean ± standard deviation scores of perceived influence of COVID-19 on students' learning and communication for learning were 31.7 ± 6.7 and 21.6 ± 3.6, respectively. A similar number of students, 109 (29.7%) reported having depression and anxiety. Being a female student had a negative association with the effects of COVID-19 on learning, while being a rural resident had a strong positive association with both the effects of COVID-19 on learning and communication for learning. Similarly, being a social science student and in 2nd year of study were positively associated with higher history of depression a...

Research paper thumbnail of The practice and challenges of school-based teachers continuous professional development: A case of Government Secondary Schools of Hawassa City in Ethiopia

Educational Research and Reviews, 2019

The purpose of this study was to examine the practices and challenges of school-based teachers' c... more The purpose of this study was to examine the practices and challenges of school-based teachers' continuous professional development implementation in secondary schools of Hawassa City Administration. The study employed a descriptive survey design with both quantitative and qualitative method. The sampling technique used in the study was availability and simple random sampling technique. The sample size was 101 teachers (31 females and 70 male), four department heads, four principals, and four continuous professional development facilitators. The data gathering tools were through questionnaires, interview, and document analysis. Principals, senior teachers and Continuous Professional Development (CPD) facilitator were involved in the in-depth interview. The questionnaire was administered to 101 teachers, of which 101 of them were properly filled and returned. The data gathered through the questionnaire were analyzed using percentage, mean and standard deviation while the data gathered through interview and open-ended questions were narrated qualitatively. Results of the document analysis were also substantiating the quantitative analysis. The findings of the study revealed that the extent to which teacher's engagement in professional development activities such as mentoring, portfolio development, conducting action research, facilitating group discussions and peer observations, and evaluating the overall successes and failures of the implementation processes were inadequately implemented. The school principals, professional development facilitators, senior teachers as a mentor, the City Education Office Experts were providing insufficient support for the teachers. The major challenges identified were, lack of teachers motivation/interest, lack of adequate training, lack of skills in conducting action research, lack of adequate resource in conducting Continuous Professional Development, lack of trained facilitators, insufficient allocation of budget, lack of peer coaching and peer evaluation, and high workload to those who participate in continuous professional development were identified in this study as the serious challenges of Continuous Professional Development realization in secondary schools of Hawassa City Administration. Therefore, conclusions and recommendations were forwarded based on the finding of the study.

Research paper thumbnail of The practice and challenges of school-based teachers continuous professional development: A case of Government Secondary Schools of Hawassa City in Ethiopia

Educational Research and Reviews, 2019

The purpose of this study was to examine the practices and challenges of school-based teachers' c... more The purpose of this study was to examine the practices and challenges of school-based teachers' continuous professional development implementation in secondary schools of Hawassa City Administration. The study employed a descriptive survey design with both quantitative and qualitative method. The sampling technique used in the study was availability and simple random sampling technique. The sample size was 101 teachers (31 females and 70 male), four department heads, four principals, and four continuous professional development facilitators. The data gathering tools were through questionnaires, interview, and document analysis. Principals, senior teachers and Continuous Professional Development (CPD) facilitator were involved in the in-depth interview. The questionnaire was administered to 101 teachers, of which 101 of them were properly filled and returned. The data gathered through the questionnaire were analyzed using percentage, mean and standard deviation while the data gathered through interview and open-ended questions were narrated qualitatively. Results of the document analysis were also substantiating the quantitative analysis. The findings of the study revealed that the extent to which teacher's engagement in professional development activities such as mentoring, portfolio development, conducting action research, facilitating group discussions and peer observations, and evaluating the overall successes and failures of the implementation processes were inadequately implemented. The school principals, professional development facilitators, senior teachers as a mentor, the City Education Office Experts were providing insufficient support for the teachers. The major challenges identified were, lack of teachers motivation/interest, lack of adequate training, lack of skills in conducting action research, lack of adequate resource in conducting Continuous Professional Development, lack of trained facilitators, insufficient allocation of budget, lack of peer coaching and peer evaluation, and high workload to those who participate in continuous professional development were identified in this study as the serious challenges of Continuous Professional Development realization in secondary schools of Hawassa City Administration. Therefore, conclusions and recommendations were forwarded based on the finding of the study.

Research paper thumbnail of The Practices of Culturally Responsive Pedagogy in Nexus to Enhancing Female Students' Academic Performance in Selected Colleges of Teachers Education

The main objectives of this research were to investigate the practices of cultural responsive ped... more The main objectives of this research were to investigate the practices of cultural responsive pedagogy in nexus to enhancing female students' academic performance in college of teachers’ education. Through convergent parallel mixed method, the data were collected from 89 female and 50 male students, 40 instructors, 2 vice-academic deans and 2 gender coordination units were selected by using stratified, availability, simple random and availability sampling techniques respectively. Quantitative data were analyzed by using descriptive and inferential statistics whereas qualitative data were analyzed through narration. The findings of the study revealed that the awareness of different stakeholders on the practices of cultural responsive pedagogy in general and gender responsive pedagogy in particular was not encouraging. Preparation of gender responsive plans and utilization of gender inclusive language in classroom were not institutionalized. Although it requires special skills and...