http://hdl.handle.net/123456789/5186 2026-04-14T12:20:15Z http://hdl.handle.net/123456789/5212 Title: The Effectiveness of Advance Organizer Model on Students’ Academic Achievement in Learning, Work and Energy at Adwa College of Teachers’ Education Authors: Asay Gidena Abstract: The purpose of this study was to investigate the effectiveness of the advance organizer model (AOM) on students’ academic achievement in learning work and energy. The design of the study was quasi-experimental pretest–post-test nonequivalent control groups. The total population of the study was 139 first year students of three sections in Adwa College of Teacher Education in Tigray Region, Ethiopia. Two sections with equivalent means on the pretest were taken to participate in the study purposely and one section was assigned as the experimental group and the other section was assigned as the control group randomly. The experimental group was taught using the lesson plan based on the AOM, and the control group was taught using the lesson plan based on the conventional teaching method. Pretest and post-test were administered before and after the treatment, respectively. Independent sample t-test was used to analyze the data at the probability level of 0.05. The findings of the study showed that the AOM is more effective than the conventional teaching method with effect size of 0.49. This model is also effective to teach male and female students and achieve objectives namely understanding and application. However, both methods are equally important to teach work and energy under the objective knowledge level. 2019-10-29T00:00:00Z http://hdl.handle.net/123456789/5211 Title: Socio-Cultural Inhibitions to School-Aged Children Access to Basic Education in Akwa Ibom, and Rivers States of Nigeria Authors: Gospel G. Kpee and Sunday T. Afangideh Abstract: The study examined the socio-cultural inhibitions to school-aged children access to basic education in Akwa Ibom and Rivers States of Nigeria. Two research questions and two hypotheses were tested and answered in the study. The study adopted the descriptive survey design, with the population as the 2899 UBE primary and junior secondary schools in the two states. These schools have a corresponding number of 2899 school administrators who acted as the participants in the study, from which 1159 (representing 40%) were selected as sample, using the proportionate stratified random sampling technique. The subjects of the study responded to an eighteen item instrument titled ‘Socio-Cultural Inhibitions to School-Aged Children Access to Basic Education Scale (SCISACABES), designed by the researchers, in the modified 4-point Likert scale model, with a reliability index of 0.85, obtained using Cronbach Alpha Statistics. Mean and standard deviation were used in answering the research questions while z.test statistics was used in testing the hypotheses at 0.05 level of significance. The results of the study show that social issues ranging from language of instruction to high crime rate and cultural issues ranging from early marriage to strong entrepreneurial spirit among a people inhibit access to basic education of school-aged children in Akwa Ibom and Rivers States of Nigeria. The study also found no significant difference between mean ratings of the respondents on the social inhibitions to school-aged children access to basic education and a significant difference between the mean rating of the respondents on the cultural inhibitions to school-aged children access to basic education in Akwa Ibom and Rivers States of Nigeria. It was therefore concluded that social and cultural issues inhibit access to basic education of school-aged children. Recommendations are that school administrators should employ appropriate administrative strategies to mitigate the effects of the social and cultural variables to increase access to basic education of school aged children. 2019-10-29T00:00:00Z http://hdl.handle.net/123456789/5210 Title: University Instructors’ Self-efficacy Belief to Provide Instructional Accommodations for Addressing the Educational Needs of Students with Disabilities in Ethiopian Universities: Implication on Quality of Higher Education Authors: Abdreheman Seid Abstract: The purpose of the study was to assess the role of university instructors and their self-efficacy belief in providing instructional accommodations for addressing the educational needs of students with disabilities through employing a variety of instructional designs and strategies. Accordingly, questionnaires were distributed to a total of 181 university instructors from Jimma, Addis Ababa, Adama and Ambo Universities. Qualitative and Quantitative data were generated and the methods of data analysis were employed to analyze the data. The result indicated that in general instructors have moderate role and fairly strong self-efficacy belief to provide instructional accommodations through utilizing a variety of instructional designs and strategies. Concerning the effect of background variables on instructors’ self-efficacy belief, the result revealed that background variables like location of university, in-service special needs training, and awareness raising training in inclusive training had statically significant effect on instructors’ self-efficacy belief to provide accommodations for students with disabilities in universities. However, back ground variables like gender, age, faculty, total teaching experience, educational status, pre-service Special Needs Education (SNE) course, teaching methodology training, awareness raising training on SNE and experience in teaching students with disabilities do not have a statistically significant effect on instructors’ self-efficacy belief. Furthermore, in assessing the underlying factor structures of self-efficacy belief scale principal component analysis (factor analysis) revealed the presence of four components as underlying factor structure of the sale. Finally, implications of the results in relation to quality of higher education were discussed and recommendations were also indicated. 2019-10-29T00:00:00Z http://hdl.handle.net/123456789/5209 Title: Assessing the Effects of Higher Diploma Program (HDP) Training on the Teaching Learning Process in Assossa University Authors: Atnafu Morka Abstract: This study was targeted on assessing the effects of HDP training on the teaching learning process. The objectives of the study were: To evaluate the attitude of teachers towards learner oriented teaching learning method, to assess the extent to which assessment for learning was being applied in classroom, and to examine how many instructors were reflective in teaching learning process. The research design of this study was surveying type in which data collected from all colleges of the university. The experimental, control and extraneous population were already exited in the university by default. Thus, HDP graduates were considered as experimental group, while those who didn’t attend an HDP graduated teachers were taken as control group. Teachers with educational /pedagogical background / were considered as extraneous variable because their background could have potential effect on the quality of the data because of which they were excluded from the sample. Students were also part of the study. To collect data, questionnaire, interview, and classroom observations were used. Accordingly, 136 questionnaires were collected and analyzed, six interviews and ten classroom observations were also made. The study finding indicated the shallow impact of HDP training on teaching learning process due to factors contributed by different entities. Thus, it was recommended that rigorous remedial action is needed to be taken by the university. 2019-10-29T00:00:00Z