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All Journal Journal of Education and Learning (EduLearn)
Solomon Melesse
Bahir dar University
Humanities Education Library & Information Science Social Sciences Other

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The contribution of placement school experiences to prospective teachers’ multicultural competence development: Ethiopian secondary schools in focus Solomon Melesse; Dawit Mekonnen
Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (487.729 KB) | DOI: 10.11591/edulearn.v14i1.14272

Abstract

This study was designed to examine the contribution of placement school experiences to prospective teachers’ multicultural competence development in Ethiopia. The major sources of data were prospective teachers of the three randomly selected Teacher Education Institutes who took their placement school experiences at the respective secondary schools. Two hundred and forty prospective teachers were selected from five hundred and seventy three prospective teachers of the 2011/2012 academic year cohort using a proportional random sampling technique to fill in the questionnaire. Fifteen prospective teachers were also selected for interview using purposive sampling technique. Data were collected through questionnaire and interview. The data collected through the questionnaire were analyzed using percentage and one sample t-test. Interview data were reported in words following themes made vis-à-vis the research questions of this study. The findings of the study pointed out that collaboration among prospective teachers, staffs of placement schools, and students’ parents have brought the required multicultural knowledge, attitude, and skill to prospective teachers. However, the findings noted that learner-centered knowledge construction philosophy is at its infant stage at the placement schools. In light of these findings, relevant recommendations have been made in the paper.
Effects of reading strategies on grade one children’s phonemic awareness performance Solomon Melesse; Chanyalew Enyew
Journal of Education and Learning (EduLearn) Vol 14, No 3: August 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (427.969 KB) | DOI: 10.11591/edulearn.v14i3.14271

Abstract

This study examined the effects of language teaching strategies in Amhara region, Ethiopia on children’s phonemic awareness reading performance. To this end, one hundred and two grade one children of two intact sections (n=50) and (n=52) were selected and participated as experimental and control groups, respectively. The research employed quasi-experimental pre- and post-test research design that aimed at examining the effects of reading strategies in children’s phonemic awareness performance. Besides, the researchers collected data through non-participant observation and teacher self-reflection reports. To analyze children’s phonemic awareness, paired samples t-test was computed using pre- and post-test scores of the children. To analyze the qualitative data, researchers employed narratives based on categories formed considering the basic themes of the research questions of this paper. Findings indicated that phonemic awareness reading strategies used in Amhara region could improve children’s phonemic awareness performance. Furthermore, observation and teachers’ reflections showed that there were positive results on the application of the strategies in improving children’s phonemic awareness. Eventually, recommendations and implications for further research were suggested.
Effects of technology-integrated chemistry instruction on students’ academic achievement and retention capacity Derejaw Yesgat; Solomon Melesse; Dereje Andargie; Belete Bedemo Beyene
Journal of Education and Learning (EduLearn) Vol 17, No 4: November 2023
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v17i4.21055

Abstract

This study determined how chemistry instruction using technology affected student achievement and retention. To achieve the goal of the study, Solomon’s four-group quasi-experimental research design was used. The one-way analysis of variance (ANOVA) and independent sample t-test were used to statistically examine the data. A one-way ANOVA analysis revealed that, for achievement and retention, respectively, the mean scores of both trial groups showed statistically significant differences from the mean scores of comparison groups F (3.161)=88.568, p0.05 and F (3.161)=14.75, p0.05). The independent samples t-test on the achievement and retention post-test mean score of the experimental and comparison groups respectively, was statistically significant (t (163)=16.05, p0.05 and t (162.09)=7.61, p0.05). Independent sample t-test shows that male and female students’ post-test scores for achievement or retention in the experimental group results was (t (42)=1.53; p0.05 and t (38)=-0.465; p0.05, respectively. This intervention has no statistically significant gender related impact on students’ achievement and retention. Thus, it is conceivable to draw the conclusion that chemistry instruction that incorporates technology enhances student achievement and retention, but its effect is gender neutral. According to recent studies, chemistry teachers and teacher training programs should use technology-integrated lessons to help students acquire and recall chemical bonding concepts.
Co-Authors Belete Bedemo Beyene Chanyalew Enyew Dawit Mekonnen Derejaw Yesgat Dereje Andargie