http://ir.bdu.edu.et/handle/123456789/10 2001-01-13T06:31:54Z http://ir.bdu.edu.et/handle/123456789/16841 Secondary School Students’ And Science Teachers’ Conceptions Of The Nature Of Scientific Knowledge Tadele, Demelash 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 2024-07-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/16833 The Mediating Role of Psychological Capital and Academic Engagementin the Relationship between Emotional Intelligence and Academic Achievement Fenta, Belete This study examinedhow and to whatextent emotional intelligence contributes to students’ achievement mediated through psychological capital and academic engagement in higher education. A quantitative approach with a cross-sectional correlational design was employed. The sample consisted of 321(244 males and 77 females) final-year regular undergraduate engineering students from Bahir Dar Technology Institute (BiT), Bahir Dar University(BDU) in Ethiopia, selected using a stratified random sampling across eight departments in five faculties. Data were collected using the Wong and Law Emotional Intelligence Scale (WLEIS), short forms of the Psychological Capital Questionnaire (PCQ-12), and the Academic Engagement Scale (AES-12). Academic achievement was measured using Cumulative Grade Point Average (CGPA), collected from the institute’sregistrar. Structural equation modeling with maximum likelihood was utilized to test the proposed model and the hypothesized relationships. Mediation analysis revealed that psychological capital and academic engagement played a simple and serial mediation role in the relationship between emotional intelligence and academic achievement. The bootstrapping analysis confirms that the mediation effects were statistically significant. The squared multiple correlation suggests that approximately 72% (SMC = 0.720) of the variation in academic achievement can be attributed to the combined effects of emotional intelligence, psychological capital, and academic engagement. The findings underscore that emotional intelligence, psychological capital, and academic engagement are potential personal resources for students' academic achievement in higher education. The study suggests evidence-based interventions to enhance emotional intelligence in students to build psychological capital and increase academic engagement, leading to better academic outcomes 2025-07-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/16814 The Contribution Of Teachers As Professional Learning Community On Improving Students Social And Emotional Learning In Awi Zone Secondary Schools Mulat, Alemu This study examined the effect of teacher professional learning community (PLC) dimensions on students' social and emotional learning (SEL) using a structural equation modeling (SEM) approach. An explanatory sequential mixed-method design was employed. In the first stage, 12 woredas were randomly selected, and 12 senior secondary schools were chosen using a multi- stage sampling technique, with a sample size of 397 teachers. Data from these teachers were analyzed using SPSS 27, and the results showed excellent internal consistency for both the SEL (α = 0.937) and PLC (α = 0.920) scales. In the second phase, a qualitative case study design was utilized, employing extreme case sampling to explore outlier cases with extreme PLC and SEL scores. Semi-structured interviews were conducted with ten teachers, and thematic analysis was applied to the qualitative data. The findings revealed that students' SEL competencies, particularly self-management and self-awareness, were moderately developed, but responsible decision-making needed improvement. A multifaceted approach to SEL, involving diverse teaching methods and strong teacher-student relationships, was essential for fostering these competencies. However, inconsistent implementation and resource constraints hindered the effectiveness of SEL interventions. Teachers engaged positively in PLCs, but the direct impact on SEL outcomes was limited due to challenges such as time constraints and resource limitations. Shared and supportive leadership, trust, and collegial relationships were key factors for successful PLC implementation. The study concluded that integrating SEL principles within PLC frameworks and investing in continuous professional development are critical for enhancing students' SEL skills. Thus, the schools must invest in continuous professional development that integrates SEL principleswithin PLC frameworks. Key words: professional learning community, social and emotional learning, teachers collaboration, student competencies, and structural equation model 2025-07-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/16759 Effects of Contextual Teaching Strategy and Learning Cycle on Secondary School Students‘ Biology Outcomes Melesse, Daniel Enhancing students‘ interest in biology and academic success necessitates the adoption of effective teaching methods. This research investigated the effect of a context-based instructional approach with the five stages of the learning cycle (engage, explore, explain, elaborate, evaluate) on biology learning among secondary school students in Dessie City Administration, North-Central Ethiopia. Using a quasi-experimental design with pre- and posttests, the study employed an embedded mixed-methods research approach. Two sample schools were selected and a class from each of the schools was randomly allocated to the experimental group or the comparison group. The experimental group studied environmental contents through context-based instructional approach with the five stages of the learning cycle, while the comparison group received instruction using conventional instructional approach for five weeks. Assessment tools included achievement tests, science process skills evaluations, and motivation surveys, administered as pretest s and posttests. Qualitative data were gathered through classroom observations and student interviews. Quantitative analyses employed independent and paired samples t-tests, as well as ANCOVA, while qualitative data were analyzed thematically. The study found that the context-based instructional approach was significantly improved academic achievement, basic and integrated science process skills, and motivation compared to conventional methods (F-values range from 47.86 to 314.13, all p < 0.001). Interestingly, no significant gender differences in posttest scores or motivation levels were identified within the experimental group. Overall, the context- based approach with the five stages of the learning cycle was more effective than conventional instructional approach in terms of improving the learning achievement and motivation of students in biology education. Furthermore, its impact was gender-neutral. Based on these findings, the use of this approach by biology teachers and curriculum developers is recommended to achieve improved student learning outcomes and motivation in biology. Additional studies must investigate the effectiveness of context- based methods at other grade levels and in varying contexts 2025-06-01T00:00:00Z