The Ethiopian Journal of Education

The Influence of Augmented Reality on Enhancing Literacy and Numeracy Skills in Some Selected Pre-primary Schools in Addis Ababa City Administration, Ethiopia

2025-07-06T13:16:45+00:00

This study was conducted to investigate the impact of Augmented Reality on children's literacy and numeracy skills in three selected pre-primary schools (i.e., Yeka-Abado, Miazia 23, and Gode pre-primary school) in Addis Ababa. A quasi-experimental design was employed, comparing a treatment group that received an Augmented Reality intervention with a control group that did not receive it. The study involved 66 children, comprising 33 children from the two pre-primary schools in the treatment group (who received the intervention) and 33 children from a larger population of pre-primary schools in the control group (Gode pre-primary school). The participants were selected through simple random sampling. Data was collected using the Measuring Early Learning Quality and Outcomes instrument. Quantitative data analysis techniques such as percentage, mean, SD, and independent sample t-test were used. The major findings of the study demonstrated that the treatment group outperformed and statistically significant different from that of the control group in aggregate literacy and numeracy skills, although significant overage performances were not obtained across literacy and numeracy skills. In general, the use of Augmented Reality technology has improved complex skills (e.g., backwards and forward digit span) compared to simple literacy and numeracy skills (e.g., letter identification and number comparison) in literacy and numeracy. Poorly designed AR (e.g. neglecting the consultation of integrated pre-primary education curriculum and the play-based learning approach in the process of AR featuring), and behavioral/structural focus of AR strategy affect the proper practice and improve literacy and numeracy skills. This raised some worries about the agency of the children, though. When integrating Augmented Reality technology, the Ethiopian integrated pre-primary education curriculum should be taken into account, and the Augmented Reality materials should be prepared considering the cultural context of Ethiopia

The Role of Parents’ Educational Values, Expectations and Behavior in Shaping Occupational Aspirations, Expectations and Educational Attainment among Adolescents in Mekelle City, Ethiopia

2025-07-06T13:40:45+00:00

This study examined the link between parental process variables and adolescents’ occupational aspirations/expectations and educational attainment. A total of 322 individuals (N = 64 11^th graders, N = 55 12^th graders, N = 98 of their fathers, N = 105 of their mothers) completed multiple quantitative measures assessing parents’ educational values, expectations and parenting behaviours, and adolescents' occupational aspirations/expectations. Statistically significant positive relationships between fathers' educational values and adolescents' educational aspirations, values, and academic attainment were observed. Fathers' educational expectations predicted both adolescents' educational aspirations/expectations and educational attainment. Higher-income and higher educational levels of mothers and higher occupational status of fathers were the primary predictors of adolescents' occupational expectations. The results highlight the importance of parents’ process variables and their educational and work background for the development of occupational aspirations/expectations and educational attainments in adolescents. This suggests that greater attention should be paid to the role of parents as potential socializers of achievement-related values of adolescents and the differential roles that mothers and fathers seem to play when designing career choice interventions for adolescents in the study context.

Reverse Inclusive Education at Mekanissa School for the Deaf, Addis Ababa, Ethiopia

2025-07-06T13:49:12+00:00

This study explores the inclusive practices at Mekanisa School for the Deaf, utilizing purposive sampling to select the participants. Participants for this case study were selected based on their involvement in reverse inclusion at Mekanisa School. The study included twelve students (six deaf, six hearing), six teachers, four parents a principal and his advisor in general nineteen participants. Among the twelve students (two deaf and two hearing were involved in the interview. The remaining eight (four deaf and four hearing) were chosen to participate in focus group discussions (FGD). Data were collected using interview and FGD guidelines, as well as an observation checklist, all developed prior to data collection. The findings reveal that Mekanisa School for the Deaf is viewed by most participants as a reverse-inclusive school as it accommodates hearing children within the special school setting for the deaf. The school has notably improved communication between the deaf and hearing students, as well as between the school community and the students. Hearing students are highly proficient in sign language and often serve as interpreters for their deaf peers. This reverse-inclusive practice has also contributed to enhanced academic performance among the deaf students, though challenges remain. Key challenges identified include the difficulty of using two instructional languages (sign language and Amharic) simultaneously for deaf students, insufficient teaching materials, and the lack of proficiency in sign language among some newly hired teachers. Overall, the reverse inclusive practices at Mekanisa School for the Deaf are seen as beneficial and transformative, benefiting both the deaf and hearing learners. This model represents the first transformation of a special school for the deaf into an inclusive school in Ethiopia. The study suggests that these practices should be further strengthened within the school and potentially scaled to other special schools in Addis Ababa.

Perceptions and Practices of Continuous Professional Development of Postgraduate Diploma Trainees of Addis Ababa University

2025-07-06T13:57:27+00:00

The purpose of this study was to investigate and understand the perceptions, planning, practicing and efficacy of continuous professional development of teachers from the point of view of 2022 entry Post Graduate Diploma trainee teachers of College of Education and Behavioral Studies, Addis Ababa University. To this end, the study employed qualitative research method specifically a case study design, the case being a group of teacher trainees of the aforementioned program. Data were collected through interviews and a single group discussion that were recorded using Galaxy A10 cell phone apparatus. The recorded data were transcribed and then analyzed qualitatively using voices of the participants. The analyzed data depicted that almost all the participants have good perception regarding purposes, importance and strategies of CPD. The study also portrayed that planning CPD is top-down approach without considering individual teachers’ needs that discouraged teachers’ practices due to its all-inclusive nature. Absence of adequate resource, lack of knowledgeable coordinators and mentors were also found as impeding factors. Furthermore, lack of differentiation criteria between participating and none participating teachers and Woreda Education Office experts’ ‘unnecessary’ interventions were found challenging factors. It was concluded from the findings that following the principles of CPD planning, considering individual teachers’ needs, minimizing experts’ ‘unnecessary’ intervention, provision of basic resources and conducting further investigation are some important factors to be reconsidered

Continuous Professional Learning in North Shoa Zone Secondary Schools: Enhancing Teacher Agency and Student Achievement

2025-07-06T14:02:35+00:00

The purpose of this study is to assess the practice of continuous professional learning for teachers. A concurrent mixed research design is employed, and both quantitative and qualitative research methods are used. The convenience sampling technique is used to select three secondary schools in the zone. Data are collected through questionnaires, semi-structured interview guides and document analysis. The collected data are analyzed using descriptive statistics (percentage, frequencies, mean and standard deviation). Moreover, data collected through interview guides and document analysis are qualitatively analyzed and described through narrations. The major findings indicate that the majority of teachers believed initial training (pre-service training) is sufficient to make one a professional teacher. Furthermore, it is disclosed that the majority of teachers do not have a positive attitude towards the teaching profession. They tend to consider CPD as a useless activity that does not have any financial return, and it is a deliberate imposition on teachers. Moreover, the absence of well-planned and organized CPD activities both at the institutional and individual teachers’ level, as well as the lack of adequate monitoring and evaluation, and timely and appropriate feedback, are among the main challenges that hinder the effective implementation of CPD in the secondary schools. Based on the major findings, it is concluded that the practice of CPD in secondary schools is ineffective with regard to the development of teacher agency as well as students’ academic performance. Finally, it is recommended that CPD has to be properly institutionalized as part of the schools’ responsibility; monitoring and feedback provision mechanisms need to be established, and teachers' CPD performance needs to be featured in their career structure