https://repository.ju.edu.et//handle/123456789/4840 Thu, 16 Apr 2026 17:37:55 GMT 2026-04-16T17:37:55Z https://repository.ju.edu.et//handle/123456789/9975 The Implementation of Pre-Primary School Curriculum in Jimma Zone: Focus On Agaro Town Mustefa Teha Ababor; Wudu Melese; Temesgen Yadeta The primary purpose of the present study was to investigate the implementation of the pre primary school curriculum in Agaro Town. A descriptive survey design was employed, involving participants from 10 pre-primary schools, including 30 teachers and 10 principals. Additionally, 30 Parent-Teacher Association (PTA) members and 4 education office experts participated in the study. Teachers and PTA members were selected using stratified sampling techniques, while principals and education office experts were also chosen using purposive or availability sampling techniques. Data were collected through questionnaires, interviews, observations, and document analysis. Quantitative data were analyzed using frequencies and percentages, while qualitative data were analyzed using narration, verbatim accounts, and summaries of respondents' statements. Curriculum implementation is about turning curriculum plans into actual educational experiences in the classroom, ensuring that students receive a quality education and achieve the intended learning outcomes. The findings indicated that the pre-primary school curriculum in the studied schools was not well implemented as specified in the syllabi of the level at the study site. There were indoor and outdoor spaces, materials, equipment supply, and organizational support deficiencies. In addition, there were acute shortages of professionally skilled teachers. Teachers lacked awareness of the new curriculum, parental support in children's education was inadequate, and there were insufficient curricular materials and a lack of government support in providing educational materials and human resources. It is recommended that schools be equipped with the necessary tools and resources. The implementation of the pre-primary school education curriculum should receive due attention from the government and concerned stakeholders to improve existing practices. Sat, 18 Jan 2025 00:00:00 GMT https://repository.ju.edu.et//handle/123456789/9975 2025-01-18T00:00:00Z https://repository.ju.edu.et//handle/123456789/9775 The perception and practices of secondary school teachers’ using innovative teaching methods in biology at Bonga town, Kafa zone Asrat Haile; Abera Husen; Ayalew Beza The purpose of this study was to investigate the perception and practices of secondary school teachers’ using in innovative teaching methods in biology at bonga town, kafa zone. To achieve the purpose of the study, descriptive survey research design was employed. To this effect, the study was conducted in four secondary schools in the year of 2016. Subsequently, 22 biology teachers, 4 laboratory technicians and 12 school principals as well as 292 students were participants of the study. Purposive sampling and stratified simple random sampling method were used in the study. The data were gathered through questionnaires, interviews and observations. The quantitative data gathered though questionnaires were analyzed by SPSS version 26, and interpreted with the help of percentage, mean value and standard deviation. Whereas, the qualitative data gathered through the open-ended questionnaire, interview and observation were analyzed by narration. The result of the study indicated that although secondary school biology teachers valued (held positive perception towards) using innovative teaching methods, practically they only used a limited percentage of teaching strategies at their classrooms. The result shows, what the secondary school biology teachers thought about application of innovative teaching methods deviate from what they were practicing in their teaching effort, it was also found that the practices of using innovative teaching strategies in biology classes were constrained by challenges such as: low utilization of internet access, insufficient availability of laboratory facilities, inadequate field project working places, absence of audio and video materials, inappropriate seats and blackboards. Finally, the study recommended teachers use different innovative strategies (approaches) depending on preferences of students learning needs, provision and fulfilling of learning resources by school administrative agencies including principals and PTA. Besides, partnerships between Bonga University and secondary schools need to be strengthened to provide professional support in the area of innovative teaching methods in biology. Tue, 18 Jun 2024 00:00:00 GMT https://repository.ju.edu.et//handle/123456789/9775 2024-06-18T00:00:00Z https://repository.ju.edu.et//handle/123456789/8830 Factors Affecting Implementation of General Science Curriculum in Middle Schools of Ameya Administrative Town of Konta Zone Ashagire Alemayehu Adele; Abera Husen; Mekuria Abebe This study was intended to investigate factors affecting implementation of general science curriculum in middle schools of Ameya administrative town of Konta zone. The study employed concurrent triangulation research design by mixed method study approach. Both qualitative and quantitative data were obtained through questionnaires, interview guide, and observation checklist. The quantitative data collected through questionnaire were analyzed quantitatively using SPSS version 24.0 software. The data obtained were analyzed using frequency, percentage, mean, and standard deviation. The qualitative data analyzed through narrative. Simple random sampling strategy was used to choose four middle schools from Ameya town. 289 students and 6 curriculum implementation committees were the study's subjects; they were chosen using simple random sample techniques, along with 22 general science teachers, 2 school supervisors and 12 principals who were chosen using a comprehensive sampling technique. The findings about factors affecting implementation of general science curriculum revealed that the implementation of general science curriculum is not effective as specified in the syllabus of surveyed schools. The study result also disclosed factors affecting general science curriculum implementation, such as; teachers’ less practical activity, shortage of time to cover the content, shortage of school facilities and instructional materials and lack of practical assessment on students learning were the major findings that affecting implementation of general science curriculum. Based on the findings the following recommendations were forwarded. For the betterment of the general science curriculum implementation: There should be sharing of best practices and lessons learned in practical, mapping out of the sequence of lessons and content to be covered and organizing them logically and building upon foundational knowledge, providing necessary resources and materials required for effective science curriculum implementation, establishing a system for evaluating the effectiveness of the science curriculum implementation were the possible strategies suggested to solve issues affecting general science curriculum implementation in middle schools of Konta Zone Ameya Administrative Town Sat, 01 Jul 2023 00:00:00 GMT https://repository.ju.edu.et//handle/123456789/8830 2023-07-01T00:00:00Z https://repository.ju.edu.et//handle/123456789/8461 Teachers‟ Morale Competence, Students‟ Engagement and Academic Performance of Secondary Schools: The Case of Kersa Woreda, Jimma Zone Nigatu Benti; Wudu melese The purpose of this study was to assess teachers’ morale competence, level of students’ engagement and academic performance in secondary school of Kersa woreda, Jimma zone, Oromia, Ethiopia. In order to achieve this objective the researcher used correlational research design. Quantitative data were collected by using questionnaire, classroom observation and document analysis. The source of data was seven secondary schools of Kersa Woreda selected by census sampling technique. The study was carried out 110 secondary school teachers who were teaching grade nine, 36 classroom observation of grade nine and document analyses of grade nine students result focused on; Biology, Chemistry, Physics, Mathematics and ICT subjects. The analysis of the quantitative data was carried out by using descriptive statistics, correlation analyses and regression analyses in this study. The study revealed that the current status of teachers’ morale had low and poor feelings about their work satisfaction with teaching due to various reasons such as lack of good rapport with principal, poor rapport among teachers, low salary, teaching load, curriculum issues, lack of motivation of the community support for education, lack of good school facilities and services and community pressure on the teachers. The study also found that the level of students’ engagement had low in the components of emotional engagement, behavioral engagement and cognitive engagement. The study also found that secondary school grade nine students’ had low performance on; Science, Mathematics and ICT. The correlation analyses signifies that there were strong relationship between teachers’ morale and students’ engagement (r = .982 ** ), strong relation between teachers’ morale and academic performance (r = .931 ** ) Also, the study find out students’ engagement and academic performance have positive correlated (r = .969 **) . The regression analyses showed that when the teachers’ morale has high or low the level of students’ engagement and academic performance also fluctuate and depended on the status of teachers’ morale. The success of any school is based on high academic achievement of students. Based on the findings, the study recommended that to improve teachers’ morale; Woreda education office, secondary School principals, vice-principals and secondary school supervisors should give special attention to encourage teachers’ morale by providing fair and equitable school facilities and services system and creating awareness to community to support for education to achieve school goals and objectives Tue, 01 Feb 2022 00:00:00 GMT https://repository.ju.edu.et//handle/123456789/8461 2022-02-01T00:00:00Z