http://ir.bdu.edu.et/handle/123456789/15880 2001-01-13T06:42:14Z http://ir.bdu.edu.et/handle/123456789/16720 Orphanage Care Services, Psychosocial Well-Being and Psychological Vulnerabilities of Orphanage Children in Bahir Dar City Tibebu, Fentaye This study intends to examine the status of orphanage care services, psychosocial well being and psychological vulnerability of orphans; and the mediating role of psychological vulnerabilities between orphanage care services and psychosocial well being of orphan children. This study was quantitative and the design was correlational. The participants of the study were 115 orphan and vulnerable children (60 males, 55 females) selected through comprehensive sampling. Data were collected using group administered questionnaires, through measures of orphanage care services, psychosocial well-being, and psychological vulnerability. Descriptive statistics (mean, standard deviation, frequency and percentage) and inferential statistics (one-sample t-tests, multiple regression, and mediation analysis) were performed. The results of one-sample t-tests indicated, orphanages sufficiently addressed needs such as food security, healthcare, education, and shelter. Deficiencies were identified in the provision of psychosocial services. The children showed relatively high levels of self-esteem, hopefulness, and social relationships, reflecting strengths in their psychosocial well being. Psychological vulnerability was found to be low among the children. Regression analyses showed that psychosocial well-being was positively and significantly predicted by healthcare, psychosocial services, food security, educational opportunities, and responsive caregiving, while perceived marginalization negatively and significantly predicted psychosocial well-being. Mediation analysis highlighted perceived stigma consistently mediated the relationships between care services and psychosocial well being outcomes. The study concluded orphanages in the study area effective in providing food security, healthcare, educational opportunities, and housing. Improvements are needed in psychosocial services, and addressing perceived stigma and marginalization. It is recommended that orphanage care centers should focus on enhancing psychosocial services, improving the quality of caregivers, and addressing clothing needs to ensure a more comprehensive care for the children 2025-02-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/16719 An Investigation of the Conceptions, Practices, and Challenges of Competence-Based Education: The Case of Bahir Dar University Zewdu, Melkam This study explored the conceptions, practices and challenges of competence-based education at Bahir Dar University. The study employed mixed research approach with an exploratory sequential design. Interview was conducted with 22 (18 males, 4 females) purposively selected instructors and academic leaders. Documents were reviewed. The qualitative data collected through interview and document review were analysed using content analysis method. The results of interview data indicate ten categories of conceptualizing competence and three ways of conceptualizing competence-based education. The results of the document review indicate misalignment among the five components of strategic alignment in all the five undergraduate curricula. Based on the qualitative results and extensive review of related literature, five–point Likert-scale questionnaires were developed and administered to 305 instructors and 376 students. The quantitative data were analysed using one sample t-test, independent-samples t-test, and one-way MANOVA. The result of the one sample t-test indicates that instructors were practicing principles of competence-based education rarely. Independent t-test result indicate perception difference between instructors and students about instructors’ practice of CBE principles. The result of MANOA shows competence based education principles’ practice difference among the five academic units despite overall rare practicing. The result further indicates nine categories of challenges hindered the practice of competence-based education. Based on these findings it was concluded that the practice of competence-based education is putting the ‘old wine in a new bottle’ exercise despite pressures from national education policy and the world of work. Finally, implications for theory, policy, practice, and future research were forwarded. 2024-11-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/11782 Child rearing Practice in Awra Amba Community of Amhara Region Worku, Nigus The purpose of the study was to explore the experiences of Child rearing practice in Awra Amba Community of Amhara Region, Ethiopia. Ethnographic design guided the data analysis and interpretation processes of the study. The participant of the study were parent raising children in Awra Amba community and active member of the community, who regularly engage in vital functions of the community such as community leaders and founder (n=40, among those, 18=children, 1=youngster, 2=elder, 6 =fathers & 13= mothers among 2= pregnant mothers, 2= recently get birth). Data has been collected through interview which is semi structured and informal dialogue). Most parents report proved that child rearing practice of the community is quite different due to the reason that it is guided by principles stated formally to be followed by parents and considered as slogans for children, father’s attention for the child in all aspect is so very surprising. Child rearing practice in Awra Amba community is described by various activities such as active participation of children in family discussion, children involvement in activities based on their competence for physical strength and for improving skill in teaching good habit of work, playing together for their cognitive maturation, delivering education for facilitating their intellectual thinking ability through involving in kindergarten. 0012-01-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/11781 The Relationship between Perceived Emotional Intelligence, Psychological Well being and Academic Achievement of Merawi Secondary School Students. Nibretie, Negese The aim of the study was to examine the relationship between perceived emotional intelligence, psychological well-being and academic achievement of Merawi secondary school students. The researcher employed quantitative data was analyzed using descriptive survey and correlational research design to see the relationship between the (emotional intelligence and psychological well-being) and academic achievement. The research setting was Merawi secondary school .Three hundred fifty two (160 males and 192 females) participants were selected using stratified random sampling technique from grade 9 and 10. Questionnaire was used to collect data regarding students’ emotional intelligence and psychological well- being and academic achievement scores also accessed from school record office. The collected data was analyzed using descriptive, Person correlation, linear regression, Independent t-test and two way ANOVA. The study shows that Merawi secondary school students’ have scored above average scores on emotional intelligence, psychological well-being and academic achievement. The study also revealed that there was a statistically significant positive correlation between students’ emotional intelligence and academic achievement similarly, statistically significant positive correlation was also observed between students’ psychological wellbeing and academic achievement. The study also disclosed that male students scored relatively higher mean score in emotional intelligence than female students. There was also statistically significant mean score difference between male and female students in psychological wellbeing. The t-value revealed that male students scored relatively higher mean score in academic achievement than their female counterparts. The lower grade level the higher would be the mean scores in psychological well- being of students whereas the higher the grade level the lower would be the mean scores of psychosocial well- being. The school community (teachers, school principals, parent teacher association, administration staffs and other relevant stake holders) should give emphasis for female students to improve their emotional intelligence, psychological well-being and academic performance. 0012-01-01T00:00:00Z