Ethiopian Journal Of Behavioural Studies

Exploring the Relationship between Adolescents’ Values and their Engagement in Nonviolent Behavior

Mitiku Hambisa — Wed, 27 Aug 2025 00:00:00 +0000

This study examined the relations between values (Self-transcendence Values, [ST] and Self-enhancement Values, [SE]) and Nonviolent Behavior (NVB). The study employed a quantitatively driven mixed methods design and was conducted on Ethiopian adolescents attending their secondary schools in Addis Ababa. A total of 171 randomly selected adolescents (87 females and 84 males) from two randomly chosen schools participated in the study. Five of these adolescents (3 females and 2 males) participated in a qualitative study. Questionnaire and a semi-structured interview were used to collect data. To analyze the quantitative data, descriptive statistics, correlation, and structural equation modeling (SEM) were employed. Analysis of Moment Structures (AMOS) and Statistical Package for the Social Sciences (SPSS) were used for this purpose. Qualitative data were analyzed thematically using Open Code version 4.03. It was found that the two higher order values (i.e., ST and SE) accounted for a substantial amount of variance in NVB independently (50.30% for ST and 32.40% for SE) and jointly (70.60%). The study also found that the structural model that linked ST, SE and NVB fit the data adequately. Moreover, the relations found among these variables are in line with the pattern predicated by Shalom Schwartz’s Basic Individual Values Theory. Implications of these findings are discussed.

The Contribution and Challenges of School Feeding Program on Students’ Educational Outcomes: The Case of Public Primary Schools in Gulele-Sub-City

Alene Matsentu — Wed, 27 Aug 2025 00:00:00 +0000

This study investigates the contribution and challenges of the School Feeding Program (SFP) on educational outcomes in public primary schools in Gulele Sub-City of Addis Ababa City Administration. The educational outcome variables of this study encompass academic performance, enrollment rates, attendance rates, dropout rates, and repetition rates. The study employed a quasi-experimental design with a mixed-method approach. The study utilized both secondary and primary data collection methods, including qualitative data from an open-ended questionnaire at Hamle 19/67 Public Primary School, which was used to triangulate the quantitative findings. The study analyzed data from 14,898 grade 8 students who took the Primary School Leaving Certificate Exam (PSLCE) from 2018/19 to 2021/22 across 18 public primary schools that benefited from the SFP. The analysis of OLS regression showed that students receiving the program had a 9.6% higher likelihood of promotion and scored an average of five points higher compared to non-beneficiaries. Additionally, the program significantly improved enrollment, reduced dropout rates, and decreased repetition rates. The findings suggest revising the budget allocation per student, expanding the SFP to secondary schools, and ensuring the program’s sustainability, with a recommendation for parents and government to further invest in students' education to enhance future outcomes.

Influences of Selected personal and Contextual Factors on Primary School Teachers’ Formative Assessment Practices in Sheger City

Gadisa Terefe, Tilahun Gidey, Dame Abera — Wed, 27 Aug 2025 00:00:00 +0000

This study aimed to identify teachers’ level of formative assessment practice and examine the main personal and contextual factors that influence this practice. A mixed methods research approach, involving an explanatory sequential design, was employed. A stratified random sampling technique was used to select participants for the survey. Teachers’ survey questionnaires, principals’ (key informants) interviews, classroom observation, and students’ focus group discussion guides were used to gather data. Frequency counts, percentages, and multiple regression were used to analyse the quantitative data. The qualitative data were analysed using the deductive organization of responses from participants into themes, and the two data strands were then logically integrated. Findings showed that teachers' formative assessment practices varied widely. Although most teachers self-reported as proficient or advanced uses of formative assessment, classroom observations indicated mainly limited practices of formative assessment. The discrepancies between self-reported data and observed practices suggest potential overestimation in self-assessments. The major factors hampering a successful formative assessment practice in primary schools are teachers’ low level of understanding of the strategies of formative assessment, minimal support from school leaders, the school's tendency to promote the summative assessment type, large class size, teachers teaching subjects they were not trained for or not adequately trained for, and the absence of instructional materials (including textbooks). Implications for practice and policies in the area of formative assessment were discussed.

Exploring Challenges and Opportunities in Effective Curriculum Implementation Process at Ethiopian Defense University

Tesema Mamo, Enguday Ademe — Wed, 27 Aug 2025 00:00:00 +0000

This study explores the challenges and opportunities of curriculum implementation at Ethiopian Defense University (EDU). To this end, the article uses a qualitative case study design, collecting the primary data using semi-structured interviews from 4 commandants, 3 college deans, 1 education quality assurance director, and 6 participants in focus group discussions from department heads and quality assurance experts. We analyzed the data using both thematic and narrative approaches. We extracted three themes from the data. The themes were challenges, opportunities, and strategies of curriculum implementation. The findings showed that there were substantial challenges in the curriculum implementation, including a lack of continuous professional development, lack of resource, constraints on technology, lack of adequate and resistance to pedagogical change. Despite these primary challenges, the research identified substantial opportunity for EDU to implement the curriculum successfully. These prospects include practical training, military alliances that provide access to contemporary technology, advancements in areas such as drone technology, and focused education in leadership, military healthcare, and professional ethics. Using these opportunities, EDU can get a better chance to align its curriculum with the demands of the defense sector and enhance learners’ keenness for military duties. Thus, it was possible to conclude that the EDU was doing a respectable job of implementing the curriculum at the time of this study. However, this study concludes that there is still room for improvement provided the challenges impeding the successful implementation of the curriculum in the EDU addressed. The study recommended individualized training programs, a conducive work environment, and staff engagement in the decision- making process to inspire the implementation of innovative teaching methods as strategies to solve these challenges. In addition, focusing on the importance of continuous professional development and upholding a culture of collaborating, especially in the field of military education, thus, this study reinforces strategies for changing how educational institutions operate. Therefore, it suggests that EDU needs to invest in new technologies, set explicit ICT policies, and involve military stakeholders to establish strategic partnerships.. By doing this, the institution can enhance the quality of education and ensure that its curriculum meets its needs.

Social Capital as Cohesive Catalyst in Response to Children's Education in Emergencies: The Case of Two Host-IDP Communities in Ethiopia

Samuel Asnake, Teshome NeqaTibeb, Alebachew Kemisso — Wed, 27 Aug 2025 00:00:00 +0000

This study explores what and how host communities utilize social capital to integrate internally displaced persons (IDPs) in conflict-prone situations. Focusing on Ginjo-Jimma-Oromia and Quiha-Mekele in Tigray, Ethiopia, the qualitative research involved key informants (parents, village leaders, school directors, teachers, and students) who were recruited through purposive and snowball sampling. Field observations emphasized the collaborative efforts of host communities and IDPs in facilitating the reintegration of internally displaced children (IDCs) into education. The findings disclosed that host communities enhance their potential by transforming social assets into social capital through supportive networks and norms of reciprocity, crucial for IDC reintegration. Social capital emerged as a cohesive force for relief and recovery, despite challenges like limited resources and emotional strain. Resilience is demonstrated through collective action, with volunteerism and community networking playing vital roles in overcoming obstacles and promoting educational initiatives. This research highlights the importance of building social assets into social capital to foster cooperation and resilience, ultimately enhancing educational opportunities for conflict-affected children in Ethiopia. By exploring the relationship between social assets and community dynamics, the study offers valuable insights into effective strategies for supporting IDCs and rebuilding cohesive communities in crisis.

Challenges of Using ICT to Improve Quality Education for Sustainable Development: Some Remarks

Darge Wole — Wed, 27 Aug 2025 00:00:00 +0000