Kotebe Journal of Education最新文献

Effects of Tutorial Sessions on the Academic Performance of Female Urban Environmental Management Students at Kotebe University of Education, Addis Ababa 辅导课对亚的斯亚贝巴Kotebe教育大学城市环境管理专业女生学业成绩的影响

Kotebe Journal of Education Pub Date : 2023-09-25 DOI: 10.61489/30053447.1.110

{"title":"Effects of Tutorial Sessions on the Academic Performance of Female Urban Environmental Management Students at Kotebe University of Education, Addis Ababa","authors":"","doi":"10.61489/30053447.1.110","DOIUrl":"https://doi.org/10.61489/30053447.1.110","url":null,"abstract":"Unlike the developed world, developing nations including Ethiopia have far less enrollment of female students at higher education institutions. Even those enrolled evidenced a relatively high attrition rate and lower academic performance for many reasons. There are various socio-economic factors for the academic impediment of the many girls who entered tertiary level institutions, including Kotebe University of Education. To curb such obstacles, different approaches are suggested such as giving tutorials to students. The aim of this study was to evaluate the difference in the test performance of the least-scoring Urban Environmental Management undergraduate female students due to the administration of tutorials using a cross-sectional study design. The results showed that a statistically significant difference in performance was achieved by the selected students following the delivery of the tutorial. Aside from the scores, the engagement of the students observed during the tutorials was notable. Hence, such kind of support can help regain performances in undergraduate female students at higher education institutions.","PeriodicalId":497759,"journal":{"name":"Kotebe Journal of Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigation of the Correlation between Students’ prior University Prospects and their Actual University Academic Achievements 大学生先前大学前景与大学实际学业成绩的相关性研究

Kotebe Journal of Education Pub Date : 2023-09-25 DOI: 10.61489/30053447.1.35

{"title":"Investigation of the Correlation between Students’ prior University Prospects and their Actual University Academic Achievements","authors":"","doi":"10.61489/30053447.1.35","DOIUrl":"https://doi.org/10.61489/30053447.1.35","url":null,"abstract":"This study was designed to determine the correlation between students’ prior university prospects and their actual academic achievements. The study employed correlational research methods and quantitative and qualitative research approaches. Stratified and systematic random sampling techniques were used to identify a sample of 150 students from the total 603 2nd year degree students at Kotebe University of Education (KUE) in the year 2021. Data were collected using a rating scale questionnaire, FGD, and document review. Descriptive analysis was used for quantitative Data, whereas thematic analysis was used for qualitative data. Results confirm that the correlation coefficient between students’ prior university prospects and their actual academic achievement is r= 0.989. It shows a statistically significant and positive correlation in which students with higher university expectations are more likely to be higher achievers than students who have low-achieving prospects. On the other hand, the main constraints students faced in their study were lack of self-study timetable, random study habits, inadequate academic consultancy, and follow-up, absence of tutorial supports, achievement anxiety, ethnolinguistic and/or religious affiliation groupings, heightened sense of the right to deserve a passing grade (i.e. ‘C’,) and inability to adjust to the new academic environment. In conclusion, as students’ prior university prospects are found to be potential predictors of academic success, universities should establish awareness-raising programs and consultancy offices in charge of university study habits and academic success strategies.  &nbsp","PeriodicalId":497759,"journal":{"name":"Kotebe Journal of Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effects of Language Supportive Pedagogy (LSP) in Students’ Writing Skills in the Entomology Course at Kotebe University of Education 语言支持教学法对Kotebe教育大学昆虫学课程学生写作技巧的影响

Kotebe Journal of Education Pub Date : 2023-09-25 DOI: 10.61489/30053447.1.1

{"title":"The Effects of Language Supportive Pedagogy (LSP) in Students’ Writing Skills in the Entomology Course at Kotebe University of Education","authors":"","doi":"10.61489/30053447.1.1","DOIUrl":"https://doi.org/10.61489/30053447.1.1","url":null,"abstract":"This paper reports on small-scale action research conducted with students in the final year of their degree at Kotebe University of Education. We found that students majoring in Biology expressed their content knowledge in the form of lists and avoided composing coherent sentences, much less complete paragraphs. We designed an intervention that explicitly guided the students to compose short pieces of academic writing within four scientific genres: description, comparison, components, and classification.  The intervention was evaluated using pre-and post-tests and a student focus group discussion involving around one-third of the class. The results showed that after six weeks, all the students were able to write coherent, well-organized paragraphs using appropriate scientific language. Students attributed their improvement to the formative feedback they received throughout the six-week intervention. This small-scale study suggests that cross-curricular language support has considerable potential for developing pre-service teachers’ writing skills. However, realizing this potential requires collaboration between language and other subject teachers. We relate the findings to previous research in Tanzania, which focused on developing pre-service teachers’ pedagogic skills for supporting learners through language transition. The policy implications of using the home language as the medium of instruction in HEIs where English is the language of instruction should be considered for science teachers. Moreover, we conclude by arguing for a joined-up approach to teacher education for multilingual education systems and suggest some priorities for further research.","PeriodicalId":497759,"journal":{"name":"Kotebe Journal of Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Principals’ Professional Leadership Roles in Managing the Teachers’ Professional Development: the Case of Addis Ababa Senior Secondary Schools 校长在教师专业发展管理中的专业领导作用——以亚的斯亚贝巴高中为例

Kotebe Journal of Education Pub Date : 2023-09-25 DOI: 10.61489/30053447.1.58

{"title":"The Principals’ Professional Leadership Roles in Managing the Teachers’ Professional Development: the Case of Addis Ababa Senior Secondary Schools","authors":"","doi":"10.61489/30053447.1.58","DOIUrl":"https://doi.org/10.61489/30053447.1.58","url":null,"abstract":"The purpose of this research was to explore whether principals play the expected professional leadership roles in managing teachers’ professional development practices in the secondary schools of Addis Ababa. In an attempt to address this issue, a qualitative case study was conducted in four purposefully selected senior secondary schools.  Qualitative data obtained from the semi-interviews were analyzed and coded thematically. Thematic analyses were conducted on the data using narrative accounts.  Even though there was not a significant problem in both principals’ and teachers’ perceptions of the importance of CPD, findings suggested that principals did not play professional leadership roles in managing the CPD. To this end, the implementation of teachers’ professional development was handicapped due to several challenges such as lack of, inadequate professional motivation and support, too much paperwork and poor time management, and lack of incentive, monitoring, and evaluation system. Thus, it was concluded that the professional leadership roles played by principals have not satisfactorily managed and contributed to the effective implementation of teachers' professional development to enhance the sustainable quality of education.  The study recommends reframing the continuous professional development guideline to create accountability so that principals can develop practical competence to respond to the dynamics of CPD in a period of educational reform and transformation to influence teachers’ attitudes and commitment to their profession. This study can be utilized as a direction to actualize viable CPD and can be taken as a guideline in making strides in the professional development of educational leaders.","PeriodicalId":497759,"journal":{"name":"Kotebe Journal of Education","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Roles, Constraints, and Prospects of Scientific Knowledge Transfer at Science Shared Campus of Kotebe University of Education 神户教育大学科学共享校园中科学知识转移的角色、制约与展望

Kotebe Journal of Education Pub Date : 2023-09-25 DOI: 10.61489/30053447.1.79

{"title":"Roles, Constraints, and Prospects of Scientific Knowledge Transfer at Science Shared Campus of Kotebe University of Education","authors":"","doi":"10.61489/30053447.1.79","DOIUrl":"https://doi.org/10.61489/30053447.1.79","url":null,"abstract":"Theoretical and conceptual frameworks for the current research are adapted from: the \"problem solving model\" and the SECI model. We employed different tools for data collection, such as questionnaires, observation, interviews, and document reviews. Based on the procedures of the lottery method, 114 students and their respective parents out of the total 350 students could participate and were involved in. The main output of this study is obtained by using descriptive tools for quantitative data. As a result, about 56.7% of student respondents, 61.9% of parent respondents, and 50%of teachers saw that external knowledge transfer was carried out in the field of natural science through academicians, researchers, and laboratory experts with unreserved effort owing to paid for their effort. On the other hand, qualitative data were analyzed by verbatim translation and interpretation to be validated by the principals, top scorer students, cluster coordinates, and key informants. The constraints on scientific knowledge transfer are internal factors in the instructors’ views like communication problems, language problems, interpretation problems, and technologies and techniques that are used in the transfer of knowledge. Besides, externalized system and management perspectives of scientific knowledge transfer from the instructors, like language and system teachers, to students were observed. The result of this study dealt with validated and reliable dates that were strongly aggregated and triangulated within the keynote person's mission. As a result, concerns about time, scope, language, complexity, and strategy were barriers.","PeriodicalId":497759,"journal":{"name":"Kotebe Journal of Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of Computer-Assisted Multiple-representations on Problem Solving and Experimentation Abilities in Learning General Physics at Arba Minch University 计算机辅助多重表征对阿尔巴明奇大学普通物理学生解决问题和实验能力的影响

Kotebe Journal of Education Pub Date : 2023-09-25 DOI: 10.61489/30053447.1.16

{"title":"Effects of Computer-Assisted Multiple-representations on Problem Solving and Experimentation Abilities in Learning General Physics at Arba Minch University","authors":"","doi":"10.61489/30053447.1.16","DOIUrl":"https://doi.org/10.61489/30053447.1.16","url":null,"abstract":"This study was designed to test the effectiveness of Computer-Assisted Multiple Representations (CAMR) in tutorial and laboratory classes. The experimental group consisted of 34 physics students and the control group consisted of 45 chemistry students for design – one (i.e. pre-test and post-test control group design) targeting the problem-solving ability as one dependent variable. Besides, the same 34 physics students were selected for design two (one group only pre-test and post-test design) targeting experimentation ability as the other dependent variable. The result in design one showed there was a statistically significant mean difference in favor of the experimental group that was obtained based on performance tests. It was also obtained that male students performed better than female students. The result in design two showed the significant mean difference between the simulation performed by CAMR and conventional physical experiments that were obtained based on the practical test. There was no significant difference between male and female students.  There was a significant correlation for design one, but not for design-two between performance tests and assessment scores. The result was also supported by the evidence from qualitative analysis. The implication of the result is teaching organized knowledge assisted by computers is essential for the effective performance of problem-solving and experimentation tasks and activities.","PeriodicalId":497759,"journal":{"name":"Kotebe Journal of Education","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0