Thesis and Dissertations

Secondary School Students’ and Science Teachers’ Conceptions of The Nature of Scientific Knowledge

2025-06-23T12:59:28Z

Secondary School Students’ and Science Teachers’ Conceptions of The Nature of Scientific Knowledge Demel, Tadele This study examined secondary school students and science teachers’ conceptions of the nature of scientific knowledge (NOSK). A pragmatic research philosophy was adopted in this study. To address the objectives of the research, a mixed methods approach was employed. Open-ended questionnaires were used to collect data from 134 students, and 48 science teachers. The participants were selected from three schools using a convenient sampling technique. Qualitative analysis involved comparing students’ and teachers’ responses to experts’ views of NOSK. Frequency counts and percentages were also used to describe the NOSK conceptions of the participants. In addition, the Mann-Whitney U test was used to compare students’ conceptions of NOSK by grade level and gender. The findings showed that most of the secondary school students had naïve conceptions about NOSK. On a comparative basis, grade 12 students reflected more informed NOSK views than grade 10 students on most of the tenets. Mann Whitney U test revealed that the mean rank score of grade 12 students is significantly greater than grade 10 students on the subjective (U=3.20, p<.05) and cultural (U=2.42, p<.01) aspects of NOSK. The teachers generally held a naïve conception of NOSK, as evidenced by the fact that their conception aligned with informed conception only on two of the seven assessed NOSK aspects. The findings indicated that there is a need to devise mechanisms to develop secondary school students’ and teachers’ NOSK understanding to attain its promised benefits. Future research should investigate students' and teachers' NOSK conceptions using large samples across grade levels, from diversified schools, including private and public schools from the different regions of the country to reveal students’ and teachers’ NOSK conceptions.

Effects of English Language Learning Belief on Academic Achievements: Examining the Mediating Effects of Metacognitive Strategy Use and Academic Emotion among University Students

2024-03-21T11:19:24Z

Effects of English Language Learning Belief on Academic Achievements: Examining the Mediating Effects of Metacognitive Strategy Use and Academic Emotion among University Students Getachew, Yihun Beliefs are basic factors that determine what to do and how to do things in day-to-day activities. Thus, the current study aimed to examine the relations between English learning beliefs and academic achievements as mediated by metacognitive strategy use and academic emotion. Further, the study investigated gender and domain differences in English learning belief, metacognitive strategy use, academic emotion, English achievement and SGPA as well as their effects on academic achievements. The study used multistage sampling technique to draw participants among Debre Markos University regular undergraduate students. Four hundred seventy-three respondents gave complete responses to closed-ended questionnaires and English achievement test. The study used different data analysis techniques: percentile ranking, independent samples t-test, multiple regression, MANOVA and structural equation modeling (SEM). The findings revealed that the status of respondents in English learning belief was low, but had meaning effects on academic achievements. English learning belief had significant direct and indirect effects on English achievement and SGPA. Furthermore, the results showed significant gender and domain differences in the observed independent variables of the study (English learning belief, metacognitive strategy use, academic emotion English achievement, and SGPA) where males and technology group were advantageous. Finally, the discussions, and limitations and future research directions are forwarded.

Exploring the Practices and Challenges of Indigenous Conflict Resolution Mechanisms (Ze-Wold in Focus): The Case of Raya Kobo Town, Ethiopia

2024-03-21T10:05:57Z

Exploring the Practices and Challenges of Indigenous Conflict Resolution Mechanisms (Ze-Wold in Focus): The Case of Raya Kobo Town, Ethiopia Ashenafi, Nigist The different ethnic groups in Ethiopia have their own indigenous mechanism to deal with conflicts. Reconciliation is inevitable for restoring harmony among a society and making peaceful interaction between those who are at variance. The main objective of this study is to explore the practices and challenges of indigenous conflict resolution mechanisms particularly the “Ze-Wold” in Raya Kobo Town, Ethiopia. The study employs a qualitative research approach with the case study design. To conduct this research the researcher has collected primary data using different tools such as key informant interview, focus group discussion and observation. A total number of 15 informants were participated in the study. The secondary data were collected from published researches from research sites and unpublished government documents from truism office. The collected data were analyzed using thematic analysis method, by using narration, paraphrasing and quoting of the respondent response. The finding of this study revealed that the “ze wold” indigenous conflict resolution institution is the most important mechanism to solve conflict in Raya Kobo town. Ze-wold as an indigenous conflict resolution mechanism is practiced in wide area like school, church and mosque. Elders, families of conflicted groups, duberties/women, religious fathers participate in the reconciliation process. The main challenges to practice ze wold are, fighting during the process, breaking the agreement after the reconciliation, unable to bring the criminal to justice and lack of budget and hall. This study concludes that Ze wold as an indigenous conflict resolution plays a great role in resolving conflicts. This study recommends government/truism office should prepare conducive environment for the reconciliation process and should give awareness about criminal law

Exploring Gender Based Violence against Female House Maids in Bahir Dar City: Causes, Consequences and Coping Mechanisms

2024-03-21T09:55:36Z

Exploring Gender Based Violence against Female House Maids in Bahir Dar City: Causes, Consequences and Coping Mechanisms : Mesfin, Meron The main objective of this study was to explore the causes, consequences and coping mechanisms of gender-based violence against female house maids in Bahir Dar City. The study was used phenomenology design to gather data from lived experiences of violated female house maids. Participants of the study were 8 female house maids who experienced gender-based violence in the city. Among the nonprobable sampling method, snowball sampling technique was used to select participants. In-depth interview was used to collect data from eight participants. Data were analyzed qualitatively through narrative approach by paraphrasing and quoting. The findings indicate that female house maids in Bahir Dar city face different forms of challenges through social, economic and employer factors. Some of house maids face challenges worse than their cause of migration. These challenges lead to severe consequences of Gender Based Violence towards house maids which includes economical, physical, psychological and health problems. In terms of coping with these problems, house maids used various mechanisms to handle the situation which contains having resilience, social networks and legal bodies. This study shows that GBV experienced by female house maids stands from absence of specific regulations and proclamations about rights of house maids so, government should announce new and detail proclamation about house maids’ rights. Under women and children bureau, the government should establish structure which handles house maids’ issues. Also providing counseling and other social supports by governmental and non-governmental organizations help house maids to cope and to have resilience towards the violence.