Thesis and Dissertations

Exploring the Theory-Practice Gaps in Implementing Constructivist Instructional Approaches: The case of College of Education and Social Sciences at University of Gondar

2026-01-01T00:00:00Z

Exploring the Theory-Practice Gaps in Implementing Constructivist Instructional Approaches: The case of College of Education and Social Sciences at University of Gondar Muluken, Ayalew This study investigated the theory-practice gaps in implementing constructivist instruction at the University of Gondar, focusing on the Colleges of Education and Social Sciences. Using a qualitative research approach, specifically a single case embedded unit design, the study involved fourteen participants purposefully selected, including instructors, department heads, and college deans. Data were collected through interviews, classroom observations and course plan reviews. To triangulate the data, eight classrooms were observed and four course plans were reviewed. The findings reveal that instructors possess sufficient theoretical understanding of constructivism, which they conceptualize as both a process of student knowledge construction and a student-centered pedagogical approach. However, this understanding is often undermined by their instructional practices, which remain predominantly teacher-centered, reliant on traditional lecture methods and behaviorist-oriented assessments. The study identified major challenges to implementation, including inadequate student prior knowledge, lack of instructor commitment, and insufficient materials aligned with constructivist principles. However, the study also noted opportunities for improvement, such as access to digital technology. The study concludes that this disconnect is not rooted in a lack of knowledge, but in systemic and contextual barriers that prevent the effective application of constructivist principles The study suggests universities revise programs and offer professional development for educators. College deans and head of departments should support instructors better by creating space for practicing constructivist principles, and instructors should adjust their lessons in line with constructivist ideals.

Differentiated Instruction: Teacher Educators' Perceptions, Self-Efficacy, Feeling of Preparedness, And Practices in Teacher Education Colleges of Amhara Region, Ethiopia

2024-06-01T00:00:00Z

Differentiated Instruction: Teacher Educators' Perceptions, Self-Efficacy, Feeling of Preparedness, And Practices in Teacher Education Colleges of Amhara Region, Ethiopia Zelalem, Abrham This study sought to examine teacher educators‘ perceptions, self-efficacy, feeling of preparedness and practices of differentiated instruction in teacher education colleges of Amhara region. For this purpose, a mixed methods research approach with concurrent mixed methods design was used. The study generated data from both primary and secondary sources. Out of the ten Teacher Education Colleges (CTEs) of the Amhara Region, randomly selected six CTEs (Gondar, Debre Markos, Enjibara, Finote Selam, Dessie, and Begemdir) were considered as sample sites. From the sample CTEs, 400 teacher educators were selected using a stratified sampling technique. As secondary sources, various documents such as course plans, and assessment guides were employed. The main data gathering instruments were: questionnaire, interview, observation, and document analysis. The data collected were analyzed quantitatively using descriptive and inferential statistics (frequencies, percentages, mean, standard deviations, one sample t-test, independent samples t-test, one-way ANOVA, and multiple regression) and qualitatively using case-based thematic analysis, descriptions, and narrations. The findings revealed that teacher educators in CTEs in the Amhara Region have a positive perception of differentiated instruction (DI) to address learner diversity. They perceived that their students differ greatly in their readiness, learning profile, educational background, and interest, and these differences in students‘ characteristics have an impact on the contents they teach, the pedagogy they employ, and the assessment techniques they use. On the other hand, teacher educators were less efficacious in implementing DI. Most of them experienced a certain degree of fear and uncertainty in their capacity to implement DI. Besides, teacher educators felt that they were poorly prepared to differentiate instruction. Teacher educators‘ level of implementation of DI in college classrooms was also low. However, there is a significant positive relationship between teacher educators‘ perception of DI, their feeling of preparedness, and their self-efficacy beliefs with DI practices, which in turn proved that teacher educators‘ perception, self-efficacy and feeling of preparedness have a major influence and can predict their practice of differentiated instruction in the college classrooms. The major barriers affecting the implementation of DI were: insufficient time, rigidity in the school curriculum, high workloads, big class sizes, low motivation and commitment among teacher educators, and inadequate knowledge and abilities in DI. Thus, it is suggested that the Amhara regional education bureau and college officials should organize training that will provide instructors with sufficient opportunities to learn how to differentiate instruction, strengthen their DI self-efficacy, and help them feel well-prepared for differentiation.

Effects of Technology-Integrated Chemistry Instruction on Secondary School Students’ Chemical Bonding and Structure Academic Achievement, Attitude, and Retention

2024-01-02T00:00:00Z

Effects of Technology-Integrated Chemistry Instruction on Secondary School Students’ Chemical Bonding and Structure Academic Achievement, Attitude, and Retention Derejaw, Yesgat This study was designed to investigate the effects of technology-integrated chemistry instruction on secondary school students' chemical bonding and structure academic achievement, attitude and retention. To attain the purpose of the study, concurrent embedded mixed-research design was used. The quantitative data were analyzed using an independent sample t-test, a one-way ANOVA, while the qualitative data was through data-driven theme-based description and narration. The results of the study showed that students’ academic achievement, attitude towards learning chemical bonding and structure and retention capacity were improved. It also showed that both male and female students benefited similarly in technology-integrated instruction. The results of one-way ANOVA showed that there was a statistically significant difference in achievement between experimental and the comparison groups (F (3, 161) = 88.568, p<0.05). The independent sample t-test showed that there is a statistically significant difference in mean score of post achievement test between them t (163) =16.05, p<0.05). The variations in attitude scale mean scores between and within groups were statistically significant (F (3, 161) =96.47, p<0.05). Independent samples t-test analysis confirmed that there are statistically significant variations in post-attitude scale test mean scores and retention means test scores between the two groups (t (131.17) =17.58, p<0.05, (F (3, 161) =14.75, p<0.05) respectively. The independent sample t-test result to determine whether there was a significant difference between male and female students in the experimental post result were (t (42) = 1.53; p>0.05, t (74) = 0.356; p>0.05 and t (38) = -0.465; p>0.05) for chemical bonding and structure academic achievement, attitude, and retention capacity respectively. The independent sample t-test showed that no significant difference in the post-test results of male and female students in the experimental groups. Thus, it is possible to conclude that technology-integrated chemistry instruction improves students’ chemical bonding and structure academic achievement, attitude, and retention capacity. Besides, one can conclude that both male and female students benefited similarly (no gender bias) from technology integrated instructions. Therefore, the importance of the results in relation to the use of technology-integrated instruction in education were forwarded. Keywords: Technology-integrated instruction; Academic achievement; Attitude; Retention; Secondary school

Indigenous Knowledge Inclusion in the New Curriculum Materials and Teachers‘ Classroom Practices in the Amhara Region Primary and Middle Schools

2023-11-01T00:00:00Z

Indigenous Knowledge Inclusion in the New Curriculum Materials and Teachers‘ Classroom Practices in the Amhara Region Primary and Middle Schools Yeseraw, Abebe This study investigated the inclusion of Indigenous Knowledge (IK) in the new curriculum materials and teachers‘classroom pract ices in the Amhara Region primary and middle schools. Moreover, the study intended to evaluate whether there were differences in teachers‘ perceptions and practices of IK and challenges they faced in the inclusion of IK in the curriculum materials and their classroom activities in terms of gender, location, and experience. To achieve this purpose, a convergent mixed-methods design was employed. A content analysis of the three purposefully selected primary and middle school textbooks (Environmental Science, General Science and Social Studies) was made. Besides, data was collected from 372 teachers selected via an availability sampling system, interviews with 21 sample teachers, and classroom observations with five sample teachers. The alpha values indicated that all items were reliable and entirely consistent. The quantitative data were analyzed using number counts, percentages, the mean, standard deviation, an independent t-test, and a one-way ANOVA, whereas, the qualitative data were analyzed using descriptions and text narrations. The findings of the textbook review revealed a low level of IK incorporation in the contents, including exercises, project work, and graphic representations. Indigenous values are represented on a small scale in the new curriculum lessons. Besides, findings from the data collected through the questionnaire showed that the presence of indigenous elements of knowledge was lower than the expected. Similarly, the interview results also revealed the presence of small-scale interventions based on indigenous values in curriculum lessons. There is no significant gender difference in perceiving IK as included in the curriculum materials and classroom teaching. There were also no significant differences in terms of teachers‘ experiences in their perception, planning, and classroom practices in the inclusion of IK. Despite some progress being made to integrate IK, the newly designed textbooks still require further improvements in terms of including more context- based and IK-focused activities in the lessons. Furthermore, while teachers have positive perceptions and have tried to incorporate IK into classroom lessons, a lack of awareness and a culture of undermining and inaccessibility of IK possessors‘ knowledge pose challenges