Review of English for Ethiopia Grade 5 Textbook
Issue:
Volume 5, Issue 3, June 2020
Pages:
40-46
Received:
25 May 2020
Accepted:
18 June 2020
Published:
28 July 2020
Abstract: Constructivism is considered as leading paradigm of Ethiopian educational policy. So, instructional approaches and preparation of teaching materials expected to be in line with this paradigm. In this regard, educational psychologists, expected to review and comment on the qualities of instructional approaches used in textbooks. Accordingly, the present study aimed to investigate if English for Ethiopia grade 5 textbook is prepared in line with basic principles of constructivism theory. To this end, qualitative approach is used to review English for Ethiopia grade 5 textbook. In the present review course syllabus of English for Ethiopia grade 5 textbook and the teacher’s guidebook is considered simultaneously with the textbook. The instrument used for the review developed by the present researcher and its’ validity checked by three educational psychologists. The result of the review show that, except few limitations, English textbook used to teach Ethiopian grade 5 students is prepared in line with major principles of constructivism. The contents and structure of English for Ethiopia grade 5 textbook is good in terms of promoting personal construction of knowledge, enhancing active learning, encouraging collaborative learning, making learning realistic, make learning situations relevant, activate learners’ prior knowledge, incorporating different concepts from different disciplines, integrating the four macro-language skills, and incorporating activities which have feature of enhancing learners’ critical thinking, creative thinking and problem solving skills. Even though majority of tasks in English for Ethiopia grade 5 textbook are designed in line with constructivism principles, the textbook has limitations, in terms of allowing learners to form topics, incorporating self-assessment questions, allocating proportional time for units and incorporating activities which encourage use of authentic learning materials.
Abstract: Constructivism is considered as leading paradigm of Ethiopian educational policy. So, instructional approaches and preparation of teaching materials expected to be in line with this paradigm. In this regard, educational psychologists, expected to review and comment on the qualities of instructional approaches used in textbooks. Accordingly, the pre...
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The Relationship Between Students’ Personality Types and Their Academic Achievement in Oromia Colleges of Teachers’ Education
Issue:
Volume 5, Issue 3, June 2020
Pages:
47-55
Received:
2 June 2020
Accepted:
20 June 2020
Published:
30 July 2020
Abstract: The objective of this study was to determine the relationship between students’ personality types and their academic achievement at Oromia Colleges of Teachers’ Education. Correlational design was used to conduct the study. The population of the study was 2291 male and 2734 female students in four Oromia Teachers’ Education Colleges. 357 students were selected using stratified sampling techniques and followed by simple random sampling method from four randomly selected colleges. The instrument adapted for the study was the 44-item standardized questionnaire known as the Big Five Inventory constructed by John, Donahue, and Kentle as cited in John & Srivastava (1999). The instrument was piloted before it used for final study and found reliably and valid. The data collected were analyzed using descriptive and inferential statistics. Pearson moment correlation was used to determine the strength of relationship between each personality type and academic achievement. In addition, multiple regressions was used to determine the extent to which the independent variables Agreeableness, Conscientiousness Extraversion, Neuroticism and Open to experience predict the dependent variables grade point average in Oromia Colleges of Teachers’ Education. The result of the study show that there was positive significant relationship between students’ personality types namely Agreeableness, Conscientiousness and Open to experience and their academic achievement. It was suggested that teachers are expected to identify the personality profiles of their students, to render necessary academic help according to personality nature of students. Oromia Education Bureau is expected to arrange training and seminar, and workshop as well as experience sharing on the issue of students’ behaviors in general and personality types in particular. In addition, it is suggested to strength guidance and counseling service in Colleges of Teachers’ Education.
Abstract: The objective of this study was to determine the relationship between students’ personality types and their academic achievement at Oromia Colleges of Teachers’ Education. Correlational design was used to conduct the study. The population of the study was 2291 male and 2734 female students in four Oromia Teachers’ Education Colleges. 357 students w...
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