Kotebe Journal of Education

Academic Achievement as Functions of Life Satisfaction and Self-Efficacy: The case of Wolaita Sodo University first year students

Zeru , Belay, Yirgalem — Mon, 30 Dec 2024 00:00:00 +0000

The purpose of this study was to examine the influence of life satisfaction and general self-efficacy on academic achievement among first-year students at Wolaita Sodo University. The sample consisted of all students in the colleges, representing first-year students at the university, and their number was manageable. The study included 104 participants (56 males and 48 females). A Likert Scale questionnaire measured students' life satisfaction and general self-efficacy, while academic achievement was measured using students' cumulative grade point average, yielding quantitative data. A self-developed semi-structured interview collected qualitative data from six key informants (three male and three female students). Data on the students' academic achievements were obtained from the college registrar's office. The collected quantitative data were analyzed using the Pearson Product Moment Correlation Coefficient, multiple linear regression, and independent t-test. All hypotheses were verified at α = 0.05. The findings showed a significant positive relationship between students' life satisfaction and academic achievement and between self-efficacy and academic achievement. Life satisfaction and self-efficacy significantly contribute to students' academic achievements (R² = 12.1%). Three domains of life satisfaction (university, self, and friends) were found to be the most predictive components of students' academic achievement, with beta coefficients of .25, .234, and .17, respectively. Significant sex disparities were observed in both life satisfaction and self-efficacy. Besides, the qualitative data results showed that students use different strategies to improve their life satisfaction and self-efficacy, such as avoidance, secrecy, advocacy, confrontation, and wishful thinking.

Describing learning styles and associated demographic characteristics among university students: Implications for instructional provision in a higher education context

Anemut Mehari, Bezina Kassahun, Hana Berhanu, Biniam Birru — Mon, 30 Dec 2024 00:00:00 +0000

The purpose of this study was to describe students’ learning styles and identify associated demographic characteristics to imply appropriate instructional provisions in a higher education setting. We employed a cross-sectional descriptive survey design. Four universities—Arbaminch, Dilla, Wachamo, and Jinka—were selected from Southern Ethiopia. Three hundred seventeen participants were chosen at random. A learning style (ILS) scale was employed. The finding shows that active, sensing, visual, and sequential learning styles are the major learning styles among students. As in bivariate and multivariate analysis, age was positively associated with reflective, intuitive, verbal, and global learning styles. However, students’ sex, stream, and university were not significantly associated with their learning styles. Generally, looking into the way the learners prefer to learn, and adjusting the instructional provision to fit into their preference is vital. Periodic modification of the instructional provision is also essential as students learning styles change with their age or seniority. Finally, including more demographic and psychosocial variables to examine students’ association with their learning styles is suggested for future research.

Trends and Orientations in Science and Mathematics Education in Ethiopia

Yenealem Ayalew Degu — Mon, 30 Dec 2024 00:00:00 +0000

The historical and philosophical foundation of science and mathematics education (SME) is not well documented in the Ethiopian context. The writing of this article was initiated from unclosing how the field is conceptualized and enacted. Indeed, there have been various initiatives on STEM (science, technology, engineering, and mathematics). The implication is that STEM education is an integration of the fields including science education and mathematics education. Yet, to what extent is the inclusion? Again, is STEM part of science and mathematics education? In order to answer such questions, accessible data on events, project activities and educational studies pertinent to the subject were collected and reviewed. In this regard, email correspondences and focus group discussions were among the tools. Then, the analyses brought two underlying perspectives: the educational/training practices in subjects and the field as a domain of knowledge and research. In the one hand, issues of curriculum and policy, teaching and learning, textbook research and development, lesson study, context, and teacher training were found prioritized. On the other hand, Science/Mathematics Education, as a field of study and practice, has been evolving in four hubs. The historical foundations, learned experiences and the contemporary issues imply to the existence of different points of views. It is found that STEM education and Science/Mathematics Education are not connected. Thus, there is a need to boost the field as a valuable foundation for viable development.

Empowering Educators through ‘Emancipation’: A Philosophical Appraisal on the Concept of ‘Power’ in Education

Friezer Berhanu — Mon, 30 Dec 2024 00:00:00 +0000

In modern educational system, the word empowerment has long been utilized to denote the process in which individuals within the educational sector advance their skills necessary to effectively solve their own challenges by creating effective strategies. However, in literal sense, the concept of empowerment centralizes the role of power as a basic theme and draws attention to alienation of an agent form the power to enact the appropriate activity. An educational system which alienates educators from ownership of the activity, above all, will force the agent to develop a psychologically detrimental effect of powerlessness. In relation to alienation of ownership which is the primary cause of powerlessness, educators also experience a sense of meaninglessness, normlessness, isolation, and self-estrangement which prevent them from finding purpose or significance from the activity of teaching and learning. This research primarily investigated the factors and practices which contribute to different forms of alienation in the education sector such as alienation of educators from their work, their learning, teaching process, and from themselves and their students and other teachers. Consequently, it aimed to articulate the fundamental correlation between educators’ alienation form the educational system and the negative outcome of the quality of education. The study, therefore, adopted an exploratory research design and employed a qualitative research approach which heavily relies on secondary data sources such as books, scholarly articles, research articles and other publications. Finally, it is argued for the reconceptualization of emancipation in the education sector and its enduring potential in the empowerment of educators.

Indigenous Songs for the Indigenization of Early Childhood Education and Care (ECEC): ‘Tokkeen Maal’ in focus’

Tamene Keneni Walga — Mon, 30 Dec 2024 00:00:00 +0000

After a lengthy disregard and neglect, the importance of indigenous early childhood education and care (ECEC) is well-recognized by scholars in the field of ECEC and international organizations working with children such as UNICEF and UNESCO. As a result of this shift in paradigm, need for the incorporation of indigenous knowledge and practices into ECEC (indigenization) is gathering momentum. The main purpose of this article was therefore to show how ‘Tokkeen Maal’- a common counting rhyme used to teach children counting up to ten across Oromia- can be used to indigenize the conduct of ECEC and its pedagogic richness in preprimary and primary education in Oromia and beyond. To this end, the song was subjected to thematic and content analyses. Results of the analyses of the song revealed that it has broad pedagogic/instructional values. Its wholeness, inter-activeness, and joyfulness make Tokkeen Maal a highly viable and worthwhile pedagogic strategy in preprimary and primary school settings. Apart from its pedagogic values, the use of Tokkeen Maal in ECECE helps to nurture children’s development of cultural identity, connect schools with the community and uphold children’s cultural rights enshrined in the United Nations Child Rights Convention (UNCRC). Overall, it can be thought as a highly viable means of indigenizing early childhood education and care (ECEC) in Oromia and beyond.

The Need for a Comprehensive Teacher Education Policy in Ethiopia: A Policy Brief

Kidist Yohannes Tesfaye, Gebrie Tsegaye Mersha — Mon, 30 Dec 2024 00:00:00 +0000

Ethiopia’s teacher education system has faced significant challenges over the years, including teachers' recruitment, development, career pathways, retention, and the misalignment between teacher training programs and the realities of classroom teaching. This policy brief addresses the critical need for reform in teacher education in Ethiopia, emphasizing its integral role in enhancing the overall quality of education across the nation. Despite acknowledging the importance of quality teaching in the 2023 Education and Training Policy, it fails to provide comprehensive guidelines for the recruitment, development, and retention of teachers. As Ethiopia strives to achieve its educational goals, including those outlined in the Sustainable Development Goals (SDG) for quality education, the deficiencies in teacher education represent a significant barrier to progress. The brief identifies key gaps in the 2023 Education and Training Policy, which inadequately addresses the critical aspects of teacher education provisions, and alignment with the Ethiopian Education Roadmap. To address these pressing issues, this brief outlines policy options, including the formulation of a dedicated teacher education policy that focuses on effective recruitment, training, and career pathways. Additionally, it recommends strengthening continuous professional development programs to enhance teacher skills and motivation, while ensuring alignment with the national education roadmap. Comparative analyses with successful international teacher education systems, such as those in Finland and Singapore, provide insights into effective strategies that could be adapted to the Ethiopian context. Without significant action in teacher education policy, Ethiopia will struggle to improve educational outcomes and meet its national development goals.