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| dc.contributor.author | MAREGU, ASSEFA | |
| dc.date.accessioned | 2017-07-05T10:21:49Z | |
| dc.date.available | 2017-07-05T10:21:49Z | |
| dc.date.issued | 2017-07-05 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7321 | |
| dc.description.abstract | Abstract This study was aimed at assessing the relevance of learning experience in the first cycle secondary school (9th and 1 Othj English textbooks with ./· students' learning style in the case of Lalibela secondary school. 170 - grade 9 students were selected as participants of the study using systematic random sampling. All grade 9 and 1 0 English language teachers (n= 10) were also taken as the participants of the study using ' comprehensive sampling method. Data from students was collected using questionnaire in order to investigate their learning style preference. Information was also collected from teachers using focus group discussion • aimed at get_ting their view towards the relevance of grade 1 0 English textbook learning experiences with students' learning style preferences. All the learning experiences (all the activities and exercise) in grade 9 English textbook were studied and analyzed in order to identify to which 1A.rning styles they belong to. And the perceniaqes of each learning :style were calculated out of the total exercises. Data obtained from students' questionnaire and from focus group discussion were analyzed using descriptive statistics and narration respectively. All the findings revealed that the learning experiences of grade 9 English textbook do not coincide . with the different learning style preferences of grade 9 students. Though the majority of students favored tfi kinesthetic and group work learning styles, 66.1 % of the learning experiences of grade 9 English textbook were to be individualistic. To wind up, both English teachers and grade 9 students proved that the learning experiences of qrade 9 English textbook """ do not meet the different learning style references of diverse learners. Therefore, English textbooks designers have to consider students learning style preferences by conducting need assessment before designing a text. ve to adapt and employee varied teaching styles in order to meet the .. different leaninq style preferences of diverse learners. | en_US |
| dc.subject | Teacher Education and Curriculum Studies | en_US |
| dc.title | THE ASSESSMENT OF THE RELEVANCE OF LEARNING EXPERIENCES OF GRADE 9 AND 10 ENGLISH . TEXTBOOKS WITH STUDENTS' LEARNING STYLES: THE CASE OF LALIBELA SECONDARY SCHOOL | en_US |
| dc.type | Thesis | en_US |
