Faculty of Humanities

ፍጹም አማርኛ የመስሉትን ጥቂት የግእዝ ቃላትን ማስተዋወቅ

2026-06-05T08:14:46Z

ፍጹም አማርኛ የመስሉትን ጥቂት የግእዝ ቃላትን ማስተዋወቅ ተዋበ, ሞስዬ ይህ ጥናት ፍጹም አማርኛ የመስሉትን ጥቂት የግእዝ ቃላትን መተንተን እና ማስተዋወቅ በሚል ርእስ ተመሥርቶ የተከናወነ ሲሆን አነሣሽ ምክንያቱ በተለምዶ የግእዝ ቃላትን የአማርኛ ቃላት አስመስሎ የመረዳት ባኅሪ በማኅበረሰቡ ዘንድ ይስተዋላል፡፡እንዲሁም የግእዝ ቋንቋ በአካባቢው ማኅበረሰብ ዘንድ መነገሩ እየተዳከመ ከመምጣቱ ጋር ተየይዞ ጨርሶ እንደሞተ ቋንቋ ተደርጎ በመወሰዱ ነው ፡፡ ዐላማውም በግእዝ፣በአማረኛ መጻሕፍት እና በምሁራን መጣጥፎች እነዚህ ፍጹም አማርኛ የመሰሉ የግእዝ ቃላትን መፈለግ፤መኖራቸውን እና አለመኖራቸውን ማረጋገጥ ነው፡፡ ምርምሩ አይነታዊ የምርምር ዘዴን የተከተለ ነው፡፡ የጥናቱ መረጃ የተሰበሰበው በዋናነት ሰነድ በመፈተሽ ሲኾን ለሙያው ቅርብ የኾኑ ሰዎችን ቃለ መጠይቅ በመጠየቅ ተጨማሪ ሐሳብ ወስዷል፡፡ በአማርኛ ቋንቋ ውስጥ ፍጹም አማርኛ የመሰሉ የግእዝ ቃላት መኖር እና አለመኖራቸውን በመሠረታዊነት ማረጋገጥ እንዲቻል ነው፡፡ እንደዚሁም እነዚህ የሚፈለጉ ቃላት በተጨባጭ እንዳሉ ጥናቱ አሳይቷል፡፡ አጥኝዉ ሰነድ ፍተሻ ሲያደርግ በየቅኔ ቤቱ የሚገኙ የግስና የአገባብ መጻሕፍትን ፍጹም አማርኛ የመሰሉ የግእዝ ቃላት እንዳሉት ተመልክቷል፡፡ የጥናቱ ውጤት ላንባቢያን ግልጥ ይሆን ዘንድ በዘር አወጣጥ ምደባ እና በቅርፀ ፊደል ልየታ እንዲሁም የግእዝ ቋንቋ ቃላትን በመለየት ፍጹም አማረኛ የመሰሉትን የግእዝ ቃላት እንዳሉ ተመላክቷል፡፡ በመጨረሻም ይህ ጥናት ፍጹም አማረኛ የመሰሉ የግእዝ ቃላት በአማርኛ ቋንቋ ውስጥ በተለያዩ ምክንያቶች የተገኙ እንደሆነ እና ጥናት እና ምርምር ለማድረግ ለሚፈልግ ተመራማሪ ቁጥራቸው ያልተገደበ በመኾኑ ለዠደፊት ለተጨማሪ ጥናት መነቃቃትን በመፍጠር በኩል አስተዋፅኦ እንደሚኖረው ተመላክቷል፡፡

Analyzing Traditional Remedies for Chronic Cough Treatment in Ge ez Manuscripts

2026-06-05T07:29:00Z

Analyzing Traditional Remedies for Chronic Cough Treatment in Ge ez Manuscripts Simeneh, Haymanot This study examines traditional remedies for chronic cough preserved in three ancient Gəʽəz medicinal manuscripts: ʾƎšädäbdäbbe (IES 713), Mäṣḥafä Mädḥanit (IES 2444), and Mäṣḥafä Fäws (ETHIOPIEN 402 GURIAULE 98), to document, analyze, and interpreting indigenous therapeutic knowledge to contribute to the preservation and scholarly understanding of Ethiopian traditional medicine. A qualitative research approach was employed, using a descriptive and analytical design to systematically document remedies and interpret their cultural significance. Purposive sampling was applied to deliberately select key informants, including traditional healers, scholars, modern physicians, and patients, who provided in-depth perspectives. The primary data were obtained from detailed analyses of the three medicinal manuscripts and from semi-structured interviews with selected informants, whereas the secondary data were drawn from books, journal articles, and related literature that offered historical and cultural perspectives. Data were analyzed thematically following Braun and Clarke’s framework. Braun and Clarke’s thematic analysis is a qualitative approach that involves identifying implicit or explicit ideas within the data. The findings revealed over twenty medicinal herbs, nine medicinal foods, five functional foods, as well as minerals and animal-derived substances such as bile and urine employed in treatment protocols, with dosage, frequency, and modes of administration guided by prescriptive rules (Gäbir). Significant regional variations in plant nomenclature, remedy preparation, and ceremonial practices were observed, reflecting both cultural richness and the lack of standardization, while diagnostic techniques, therapeutic procedures, and indigenous naming systems further illuminated the depth of Ethiopian traditional medical knowledge. The study concludes that these manuscripts and practices embody not only therapeutic knowledge but also cultural values and worldviews, and by preserving this heritage, it provides a solid foundation for future ethnobotanical and pharmacological research while contributing to the safeguarding of Ethiopia’s intangible cultural heritage.

Effects of the Flipped Learning Model on Grammar Achievement, Perceptions, and Engagement among First-Year EFL Students at Bahir Dar University

2025-09-17T12:56:09Z

Effects of the Flipped Learning Model on Grammar Achievement, Perceptions, and Engagement among First-Year EFL Students at Bahir Dar University Haile, Abrha This study investigated the effects of the flipped learning model (FLM) on first-year university students’ grammatical achievement, perceptions of the model, and learning engagement at Bahir Dar University, Ethiopia. The participants were drawn from first-year Natural Science students enrolled in the "Communicative English Language Skills I" course, with a total of 32 sections available. Using convenience sampling, two sections were selected and randomly assigned to the control and experimental groups. The group's outcomes were compared using a quasi-experimental design because random assignment was not feasible. A mixed-methods approach was then used to triangulate findings and provide a comprehensive explanation for the quantitative results through qualitative insights. Over six weeks, the experimental group received instruction via the Flipped Learning Model, which combined pre-class video lectures with in-class active learning, while the control group was taught using conventional methods (lectures followed by discussion-based group work). Data were collected through pre- and post tests (Cronbach’s α = 0.85 and 0.84, respectively), a Learning Experience Questionnaire (LEQ; α = 0.81), and University Student Engagement Inventory (USEI; α = 0.84). Classroom observation was also carried out. The data analyses included descriptive statistics, t-tests, MANOVA, ANOVA, and thematic analysis. Results revealed statistically significant improvements in grammar achievement among the experimental group. Students also reported generally favorable perceptions of the FLM, particularly appreciating the adaptability of instructional videos. However, some expressed reservations about the effectiveness of in-class activities. No direct correlation was found between grammar achievement and students’ perceptions. The MANOVA analyses through its Multivariate tests and tests of Between Subjects Effects, revealed that the FLM significantly enhanced emotional and cognitive engagement, fostering excitement, enjoyment, and critical thinking, but no significant improvement was observed in behavioral engagement. The findings suggest that the FLM positively influences grammar learning and promotes deeper emotional and cognitive engagement, highlighting its potential for creating an interactive learning environment. The study underscores the importance of structured pre-class preparation in enhancing the students’ grammar achievement and their learning. Finally, a discussion of the findings, conclusions, implications for teaching practices, recommendations, and future research areas are presented in light of the findings

Effect Of Design Thinking-Based Instruction On Students' Academic Writing Performance, Creative Thinking Skills, And Motivation

2025-09-17T11:21:21Z

Effect Of Design Thinking-Based Instruction On Students' Academic Writing Performance, Creative Thinking Skills, And Motivation Bezabih, Mitiku This study investigated the effect of design thinking-based instruction on the writing performance, creative thinking skills, and writing motivation of second-year university students in the department of management. A quasi-experimental pretest-posttest control group design was employed. For this purpose, 51 students were randomly assigned from two intact classes in a university where 24 students of a class were randomly assigned as the experimental group receiving design thinking instruction, and 27 students of the other class were assigned as the comparison group receiving conventional methods. Data were collected through pre- and post- tests, as well as text analysis and students‘ reflective journals. While thematic analysis was employed to analyze the qualitative data, independent and paired sample t-tests were used to analyze the quantitative data. The results have revealed that the mean score differences between the experimental (M=4.90, 4.70, 3.92) and comparison group (M=2.65, 1.67, 1.84) on students‘ argumentative essay writing performance, creative thinking skills, and motivation to write, respectively. These differences are statistically significant between the two groups in essay writing performance, creative thinking skills, and motivation, with the mean of the experimental group being significantly higher than the mean of the comparison group at (t = 20.89, df = 37.09; t = 37.84, df = 38.86; t=40.94, df=41.93, p < 0.05) respectively. Particularly, the experimental group of students‘ writing performance and creative thinking skills achieved higher scores in task achievement, coherence and cohesion, lexical resources, grammatical range and accuracy, and fluency, flexibility, elaboration, and originality than the comparison group. Based on the findings, it is possible to conclude that design thinking-based instruction significantly enhanced the students‘ argumentative essay writing performance, creative thinking skills, and writing motivation. Finally, implications for teachers, researchers, educators, course book writers, and policymakers have been forwarded to consider employing the design thinking method to promote effective essay writing, creative thinking skills, and motivation in the field of English language teaching.