Kotebe Journal of Education

Application of Artificial Intelligence in Higher Education: A Systematic Review

Serkalem Negusse Kassaye — 2024-06-30

Artificial intelligence (AI) is an advanced technology that enhances communication pathways across various industries, including education. Current state-of-the-art AI technologies offer significant benefits such as improved efficiency, personalized learning, inclusive learning, adaptive learning, smarter content, and enhanced effectiveness in educational administration. This study employed a qualitative research approach and systematically reviewed the literature to explore the impact of AI on higher education. To ensure a thorough and rigorous analysis, the review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) criteria and searched databases such as Scopus, Web of Science, and IEEE Xplore. The findings indicate that AI positively influences higher education by enhancing instructional methods and administrative processes. Instructors can perform their activities more effectively, ensuring the reliability and quality of their teaching. While the integration of AI in education promotes learning effectiveness, it also addresses potential adverse effects, thereby improving the overall quality of learning. This study contributes to the academic field by providing empirical evidence of AI’s benefits in higher education and offering practical recommendations for its implementation.

Task Selection and Implementation: An Account of Mathematics Teachers’ Values

Andualem Melesse — 2024-06-30

Students achieve the goals of learning mathematics through carefully chosen, organized, and implemented tasks. This study examined teachers' arguments as reflections of their values regarding task selection and implementation. Specifically, it aimed to explore teachers' values in selecting mathematical tasks and how they carried out these tasks. Valsiner's Zone theory was employed as a theoretical framework to guide the research from a sociocultural perspective. To fulfil the research objectives, various qualitative data were collected and analyzed through instrumental case studies, primarily consisting of value clarification interviews and observations. Narratives from the interviews and observations were analyzed using the constant comparison method. The findings revealed that teachers have had distinct approaches when it comes to selecting and implementing mathematical tasks. One of the teachers in the study prioritized conceptual comprehension and emphasized the interconnectedness of mathematical concepts over procedural fluency. Conversely, another teacher focused on student engagement, participation, and practical application of mathematics, promoting active discussions, group work, and critical thinking among students. Therefore, the study underscored the significance of teachers clarifying their values to effectively teach mathematics and enhance student comprehension within the Ethiopian educational framework.

Parental Involvement Status in the Education of Children with Disabilities: The Case of Tabor Primary School, Debre Tabor, Ethiopia

Mebrat Gedfie Wondim — 2024-06-30

Using Epstein’s theoretical framework, this study examined parental involvement status in the education of children with disabilities at Tabor Primary School in Debre Tabor Town, Ethiopia. A qualitative case study design was utilized, involving six participants. Through purposive sampling, six participants were chosen from the school for in-depth interviews. Thematic analysis was used to analyze data from interviews focusing on six dimensions of parental involvement: parenting, communication, learning at home, volunteering, decision-making, and collaborative partnership. Results indicated that parents of children with disabilities are relatively more engaged in parenting activities to support children's education. However, their communication with teachers and school principals was limited. While some parents provided learning support at home, many were unable to do so. Moreover, parents had little direct participation in the decisions that were made about their children's education, even if they may have had some indirect influence through their involvement in parent-student-teacher associations. Lastly, parents were not actively involved in volunteering and collaborating activities to help children's education. Generally, the research revealed that parents of children with disabilities had limited involvement in their child's education. This limited involvement may hinder the education and development of children with disabilities. Therefore, government bodies and others need to provide training to help parents actively play and discharge their diverse roles in the education of their children.

Exploring attributes impeding students’ classroom oral interactions and participation in EFL classes: Kotebe University of Education in Focus

Fisseha Motuma — 2024-06-30

This study explores the attributes impeding students’ classroom oral interaction and participation in EFL classes. Descriptive survey research design was employed to carry out the study. The research included fifty (50) students out of 148 target population, which is 33.8%. It also involved twelve English language instructors out of 34 members using a convenient sampling technique. As the student population was grouped into sections, stratified and random systematic sampling techniques were employed to determine the specific representative samples. Data were collected using a questionnaire, semi-structured interview, and rating scale. The collected data were analyzed using mixed research methods (qualitative and quantitative approaches). The result reveals that eleven classroom oral interaction and participation-impeding attributes are found to be rated by more than 50% of the respondents. Most of the identified attributes are allied to teachers’ and students’ personal perceptions, lesson delivery styles, learning topics, fear of criticism, external pressures, classroom social impacts, lack of prior experience, and overuse of mother tongue as a way out of English speaking stress. It was concluded that most impeding classroom attributes were found to be rooted in psychological, social, pedagogical, linguistic, and communicative competencies.

Translanguaging Practices in Kotebe University of Education Classrooms and their Implications for Pedagogy

Yoseph Tezazu Desta — 2024-06-30

Ethiopia uses English as a medium of instruction for every subject, except for national language subjects, at tertiary level education. This policy is also applied at Kotebe University of Education (henceforth KUE). The education of bilingual and multilingual speakers is facing several challenges due to the medium of instruction. One of the problems is the prevalence of a monolingual instructional approach whereby instructions are carried out exclusively in English, and the place given to L1 use in any circumstances is less. This project attempts to explore the practice of translanguaging (multilinguals’ tendency to switch between languages) among students and teachers in KUE classes. By employing a questionnaire and semi-structured interviews, data about the nature, types, and functions of local language use in classrooms were gathered. Combinations of quantitative and qualitative methods were implemented to analyze the data. The results indicated that local languages were used in classrooms for various purposes by students and teachers. Most of the students had positive attitudes towards the use of local languages. Teachers also confirmed that they used code-switching, code-mixing, and translation, in classrooms to meet their students’ communication needs.

Examining moral values in the policy document and in the contents of moral texts: An overview

Bekalu Atnafu Taye — 2024-06-30

This article aimed to scrutinize moral values in the contents of moral texts and in the policy document. Having this aim, the researcher used document analysis (policy documents and moral textbooks). The education system has missed the chief aim of education which is the formation of character achieved through moral education. The blind reliance on Western education costs us much and the moral matters have been weakened by Western education which has controlled our youth’s thinking. Although holistic human personality requires virtues like rational thinking, and preserving one’s cultural values and moral principles, these traits have not been central to the objectives of education and this has immense implications for the behavior of students. The recently introduced moral textbooks were far from dealing with the valid contents of moral issues. To heal our education system, there is a need to rethink the objectives of education of the country and prepare appropriate moral texts for the renewal of the eroded Ethiopian moral values.