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The study aimed to assess the effectiveness of the Predict-Explain-Enact-Observe-Reflect (PEEOR) instructional strategy on general science students' conceptual understanding and motivation in the topic of motion and force. The research employed a pre-test post-test quasi-experimental design. The sample consisted of 107 general science summer, year II students from Woldia College of Teacher Education. Data collection involved a conceptual understanding test (comprising 15 questions) and a post-motivation questionnaire. The KR-20 reliability value for the conceptual understanding test was 0.75. The Cronbach Alpha (a) reliability coefficient for the scale was determined to be 0.84. Descriptive statistics and ANCOVA revealed the following: The PEEOR group (adjusted mean = 6.787) significantly outperformed the traditional group (adjusted mean = 5.134). The POE group (adjusted mean = 6.472) did not differ significantly from either PEEOR or the traditional group. Regarding student motivation: There was a statistically significant difference (p < 0.05) in post-test motivational questionnaire (PMQ) scores among the three groups. The F-statistic for this difference was 4.753. The study recommends that college physics teachers adopt the PEEOR instruction strategy. Additionally, the college and department heads of natural science should promote the potential benefits of this novel strategy among science educators.

The study aimed to investigate the Effect of Academic Stress on Students' Academic Achievements and Its Implications for Their Future Lives. A correlational research design was employed through stratified random sampling (n[subscript i] = 270, where female = 80 and male =190) to collect pertinent data through a questionnaire. Descriptive and inferential statistics were employed. Firstly, academic stress highly affects students' academic achievement, with females being more stressed (65.20%) than males (59.60%), which leads to a high dropout rate and low graduation rate. Secondly, about 69% were accustomed to drinking alcohol, chewing Khat, absenteeism, and smoking whereas about 31% were regularly engaging in unsafe sex, physical fights, smoking shisha, and poor personal sanitation. Thirdly, there were significant positive relationships among sex, age, academic batch, and student's cumulative grade point average. To conclude, academic stress hinders good academic achievement, increases college dropout rates, low graduation rates, and lack of self-confidence. It leads to drinking alcohol, absenteeism, chewing khat, reduced academic morale of students, and failure in completing assignments on time. Therefore, university authorities should ensure a good academic environment for the students and minimize academic stress through appropriate course load, appropriate lecture hours, proper lecture schedules, and non-congested lecture halls.

This study explores the views of mathematics teachers at Assosa University regarding effective mathematics teaching. The study used a case study method as a mode of inquiry through semi-structured interviews with five mathematics teachers at Assosa University. The data were analyzed thematically. The results showed that mathematics teachers view memorization, practice, and concrete experiences as ways to enhance their students' understanding of mathematics. Teachers expressed different views on the nature of mathematics. Some teachers have an instrumental view, while others have a problem-solving view, and others have a Platonist view of the nature of mathematics. The study showed important arguments about the belief systems of mathematics teachers, showing that teachers' beliefs about the nature of mathematics provide the basis for their mental models of mathematics teaching and learning. The study revealed those mathematics teachers' beliefs about effective mathematics teaching influence their educational practices. The study suggests that developing the expertise of teachers in higher education institutions by changing their entrenched beliefs about mathematics needs particular attention, which ultimately affects their practice.

This study investigates the relationship between the transformational leadership of academic leaders and the job satisfaction of academic staff in polytechnic colleges located in the North Shewa Zone of Ethiopia. This study used a correlational research design and simple random sampling techniques to select 264 academic staff members. Respondents completed a rating version of the multifactor leadership questionnaire and a job satisfaction survey. Data analysis uses descriptive and inferential statistics like Pearson correlation and linear regression. The study found that transformational leadership was found to positively correlate with and predict academic staff job satisfaction, though it was weak. The findings also revealed that academic staff was dissatisfied with their jobs, despite perceiving their leaders as having a moderate degree of attributes of transformational leadership style. Educational planners can use the findings to transform administrative and academic leaders' leadership programs. Leadership training boosts academic staff morale and job satisfaction. Job satisfaction also improves staff retention and minimizes turnover. Thus, academic leaders should grow themselves and seek opportunities to improve their transformational leadership skills. To better understand the leadership style elements that have the greatest impact on job satisfaction, further research is necessary due to the limited variability or unexplained variance in the ability of transformational leadership styles to predict job satisfaction. Further investigation is also needed to explore the mediating factors that impact the link between two variables in an Ethiopian context.

In this 21st century, HEIs are experiencing a dynamic change in technology, and they should be responsive to stay in the competition space. A recent phenomenon of the COVID-19 outbreak was an alarm that caused many HEIs to look back at their capacity in digital technology to deliver online teaching and learning. This paper presents technology-based teaching and learning at two Ethiopian higher education institutions. Two research questions were set to guide the study: -how do academics perceive tech-based teaching and learning as an element of quality? Do other Inputs, Processes, and Outputs impact the application of digital technology in teaching and learning? A quantitative research method was employed to assess the case. 188 university teachers were taken from two universities as a sample for questionnaire administration. Jamovi software was deployed for data analysis. The result shows that digital technology-assisted teaching and learning are among the important elements of quality. Teachers believe that technology-based teaching and learning improves quality. Their beliefs were similar across their qualifications, departments, university type, and gender. In contrast, their service years have made a significant difference between teachers of less than five years (5) experience and those between five to ten (5-10) years. Inputs and processes-oriented quality elements significantly affect the integration of ICT into teaching and learning. It is recommended that HEIs of Ethiopia be proactive in planning to adopt relevant and timely digital technologies to deliver quality teaching and learning. Besides this, their openness to cooperate with Ethio Telecom, the Ministry of Education, and other NGOs to work toward capacity building to integrate digital technology into their teaching and learning by minimizing the challenges related to poor digital competency, scarce resources, internet connection, and infrastructure.

This paper examines the digitalization of higher education in Ethiopia. It mainly focuses on better understanding the policies, practices, and challenges of digitalization of higher education in the country. The necessary data were mainly generated from continental, national, and institutional policy and strategy documents. Publicly available transnational and national reports and other documents and the author's views and lived experiences were also used to substantiate data generated through policy review. The data were analyzed using deductive thematic analysis. The themes were mainly developed based on prior research and existing literature. The findings indicate that there are sufficient and feasible policies and strategies to promote and ensure the digitalization of higher education in Ethiopia. The findings also reveal that there are initiatives that promote the practice of digitalization of higher education. However, poor internet connection, lack of adequate ICT infrastructure, lack of skilled human resources, and staff resistance to change were found to be the major barriers to enhancing the digitalization of higher education in Ethiopian higher education. The results imply that having feasible policies and strategies is a necessary but insufficient condition to ensure effective implementation of digitalization of higher education. It necessitates the government's commitment as well as a shift in focus from the expansion of HEIs, which was the case in the last two decades, to ensuring the quality and relevance of HEIs through digital transformation.

This research article is about "Introducing a Supportive Framework to Address Students' Misconceptions and Difficulties in Learning Mathematical proof techniques (MPT): A Case of Debark University". This study aims to develop, introduce, and implement a supportive framework to overcome students' misconceptions and difficulties in MPT. The framework, named IR[superscript 2]CP[superscript 2]CE, was developed, introduced, and implemented at Debark University in Ethiopia using various data-gathering instruments such as questionnaires, interviews, classroom observations, and document analysis from students and instructors. The study collected data over four months, including the implementation of a supportive framework using mixed, quasi-experimental, and pragmatism research approaches, designs, and paradigms respectively. The internal reliability of the data-gathering instruments was interpreted using Cronbach's coefficient, Spearman-Brown, Spearman correlations, Kuder-Richardson 20 and 21, and difficulty and discrimination indices. The results showed that the implementation of the supportive framework led to significant improvements in students' academic performance in MPT, regardless of factors such as gender, academic year category, and preliminary knowledge and proving skills. This study recommends additional imperatives for practice and future research.

This study discusses the change and challenges of ICT use in secondary schools in Bole Sub City, Addis Ababa. The use of ICT in today's teaching and learning process is essential. Six secondary schools, eighty-seven teachers, six principals, and six department heads served as respondents for the investigation of the study, and information was obtained through questionnaires and interviews. The opinions and stands of department heads, principals, and instructors about the application and difficulties of ICT education in the teaching and learning process were ascertained using the descriptive survey method. The respondents' perceptions and attitudes were examined using the mean score and standard deviation to examine quantitative data. The results demonstrate that, even in cases where ICT is used in schools, significant obstacles exist to overcome. These obstacles include a lack of resources, poor Internet access, power outages, a shortage of time or restricted time for ICT use, a lack of technical support, a lack of funding from the government, and a lack of training.

Literacy abilities are crucial for economic progress and community welfare, with higher education recognizing them as vital for problem-solving, critical thinking, continuous learning, and effective functioning for both experienced educators and the new student cohorts. The study examined the interplay between organizational learning and departmental performance, and its implications for changes in Ethiopian Public Research Universities. The researchers used the framework that focuses on seven distinct dimensions of organization learning (OL) namely continuous learning, inquiry and dialogue, collective and collaborative efforts of organizational members, empowerment, embedded system, system connection and strategic leadership and departmental performance (DP) which consists of three dimensions teaching-learning, research and community services. The researchers employed embedded mixed methods design (QUAN + qual) to examine the interplay between organizational learning (OL) and departmental performance (DP). The researchers selected four public research universities using simple random sampling technique. Then, they selected 1,176 respondents (969 instructors and 207 department heads) from target population using simple random sampling technique. The researchers adapted standardized questionnaires and collected quantitative data using questionnaires, and analyzed using descriptive statistics (mean & standard deviation), and inferential statistics (multiple correlations, multiple regressions & structural equation modeling). Qualitative data was collected using semistructured interview from 14 key informants who were selected using the purposive sampling technique based on their rich lived experiences of teaching-learning, research and leadership in higher education institutions. The qualitative data was thematically analyzed. The finding of the study showed that the structural equation model fit to the data. It was also found that the correlations between the different dimensions of organizational learning practices and departmental performance ranged between low and moderate. There were positive significant and moderate correlations between each dimension of organizational learning and departmental performance. The organizational dimensions accounted the largest cumulative variance to departmental performance dimensions; research (R[superscript 2] = 40.70%; [beta] = 0.638, p < 0.001); community service (R[superscript 2] = 33.50%; [beta] = 0.579, p < 0.001) and teaching-learning (R[superscript 2] = 24.60%; [beta] = 0.496, p < 0.001). The study showed that the presence of formal and informal organizational learning cultures in universities enhance departmental performances. Therefore, the Ethiopian public research universities should create effective organizational learning systems to improve departmental performances.

The need for competent and qualified trainers is of paramount importance for an effective technical training system that, in turn, helps to produce competent and employable graduates for the country's economy. The purpose of this study is to investigate the effects of trainers' competence on the employability of polytechnic college graduates in Dire Dawa. The study employed a descriptive-correlational-explanatory research design with a quantitative research method. The sample for quantitative data consisted of 351 randomly selected graduates, trainees, trainers, and administrators. Both descriptive and inferential statistics were used to analyse the data. The findings revealed that trainers' competence was positively correlated with graduates' employability. Specifically, predictors such as knowledge-related competence, assessment-related competence, skill-related competence, and managerial competence were found to have significant and positive effects on the employability of polytechnic college graduates in Dire Dawa. Therefore, the study recommends that the Dire Dawa city Labour Skill and Technology Development Bureau and Polytechnic colleges should give greater emphasis on improving trainers' competence, which in turn enhances the employability of graduates.

Black African students are increasingly choosing the United States as their preferred destination, and many choose to study at predominantly White institutions (PWIs). The purpose of this qualitative study was to investigate reasons that may influence their identification and commitment to those PWIs. We interviewed 20 sub-Saharan Africans at two predominantly White Southeastern universities. Findings revealed that construed external image, overall satisfaction with the school, promotion of the institution, and willingness to maintain membership shape the extent to which Black African students are identified and committed to their university of choice. Furthermore, the study also found that prestige does not appear to influence Sub-Saharan African students' identification and commitment to a school in the United States, but race has mixed effects depending on how it gets interpreted by students. These findings suggest implications for research and practice for student affairs professionals to better serve and retain their international populations.

Now days, the level of students' engagement in secondary school chemistry is low. The aim of this study was then to enhance student chemistry engagement through simulation-integrated 7E context-based instructional strategy and compared its efficacy with 7E context-based instructional strategy, simulation-integrated conventional teaching approach, and conventional teaching approach. For the quantitative part, 15-item chemistry engagement scale was utilized to collect data from 229 grade 10 students as part of a quasi-experimental pre/post-test non-equivalent control group design. Both descriptive and inferential statistics were utilized. Semi-structured interviews were used to collect qualitative data. The study's findings revealed that, when compared to the other instructional strategies, the simulation-integrated 7E context-based instructional strategy was the most successful at raising students' overall engagement and its dimensions. This study implies that implementing a simulation-integrated 7E context-based instructional strategy can boost students' overall and individual levels of engagement in chemistry. Thus, to enhance chemistry learning, teachers may progressively move from the conventional approach to the use of simulation-integrated 7E context-based approach over the other strategies.

This study explored the impact of stakeholder engagement on curriculum implementation at Ethiopian Defense University (EDU). It focuses on examining the effects of partnerships, stakeholder motivation, and decisionmaking on curriculum implementation. As a result, a descriptive survey research design with a mixed research approach was employed. A total of 166 respondents (109 students, 51 instructors, and six college commandants) were the participants of the study. Commandants were selected by purposive sampling, and instructors and students were selected randomly. Questionnaires and interviews were tools or sources of data. The quantitative data were analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (one-way ANOVA and independent samples t-test), whereas the qualitative data were analyzed through verbal description. Findings revealed that instructors value stakeholders' support and commitment, while students appreciate the positive impact on their learning experience. The finding revealed that there is a strong positive correlation between stakeholder engagement and curriculum implementation effectiveness, emphasizing the importance of continuous interaction, feedback collection, and stakeholder knowledge for curriculum alignment. It also emphasizes the need for stakeholder engagement in decision-making processes and partnerships to improve curriculum implementation outcomes. The findings of the study may inspire further research and dialogue on stakeholder engagement in curriculum implementation, encouraging international audiences to explore innovative approaches and best practices that promote meaningful educational experiences for students in the field of pedagogy. The researcher suggested that EDU should prioritize stakeholder motivation, partnerships, and decision-making for effective curriculum implementation. This promotes ownership, engagement, and shared responsibility. Additionally, EDU should prioritize stakeholder engagement, support, understanding, commitment, and feedback to ensure the quality and effectiveness of curriculum implementation.

This study aimed to examine the application of a realist hands-on learning approach and its contributions to optimizing the solid geometry conceptual understanding and problem-solving skills of students. It employed a non-equivalent pre-/post-test quasi-experimental research design. The results showed that there was a statistically significant mean difference between the intervention group and the comparison group, with an effect size of d=0.825 for the students' solid geometry conceptual understanding and d=0.930 for the students' problem-solving skills. Furthermore, a strong correlation was observed between students' conceptual understanding and problem-solving skills in solid geometry, with an r[superscript 2] of 0.6413. These indicate that the use of a realist hands-on approach positively contributes to optimizing learners' conceptual understanding and problem-solving skills. It also provides contextually relevant learning opportunities; therefore, it is recommended that teachers and concerned bodies employ a realist hands-on approach to make solid geometry learning concrete and practical.

The aim of the present study was to assess the energy-, environmental-, and climate change literacy among primary and middle school students in selected cities of Ethiopia. This survey study was conducted in primary and middle schools found in six cities and involved a total of 1589 students. The finding indicate that the participants of the study had a very good awareness about principles underlying generation and use of energy but performed much poorly in items related to awareness about impacts of climate change. The paper also concluded that students' views about issues related to generation and use of energy cannot be considered as favorable. On the other hand, the results on practices related to energy use and environmental protection reveal that participants reported pro-energy and environmental practice. Interestingly, the practice of participants doesn't seem to align with the generally unfavorable attitude towards energy generation and climate change. Therefore, it is advised that primary and middle schools offer a thorough education on energy and environmental education because these levels of instruction have a special role to play in raising awareness of and developing skills and attitudes related to environmental and climate change education.

In this article we offer a conceptual and practical contribution to the field of STEM education by investigating the concepts educators may include in Quantum Technologies (QT) outreach activities. We embed our approach in the discipline-culture (DC) framework, in which we consider the cultural nuances of QT as an important factor which must not be ignored in education efforts. To this end, a survey study by the pilot project Quantum Technologies Education For Everyone (QuTE4E), investigating key concepts for QT outreach, was conducted between December 2021 and June 2022. Here we present the results of the study, analysed through the DC framework, and consider the implications for designing QT outreach activities. The data hints at the perceived value of highlighting core concepts of Quantum Mechanics (QM), while also raising the question of whether QT sits as a discipline of Physics, Computer Science, or elsewhere. This calls for a reordering of the primacy of certain concepts (such as qubit and spin) for outreach purposes, where core concepts in QM might not be core concepts in QT, and vice versa. The results of this study provide valuable insights for those interested in learning more about this rapidly-evolving field.

The study investigated the extent to which teachers who practiced action research changed in light of the new knowledge they gained from their research. A mix of qualitative and quantitative data were collected using a questionnaire, interviews, and focus group discussions from teachers of English as a foreign language at three Ethiopian public universities. The results showed that the teachers who did action research gained knowledge and skills for the betterment of themselves and their practices in various ways. The instrumental role of action research for enhancing the teachers' learning experiences, knowledge, skills, thinking, and teaching practices, as well as their students' learning, were highly valued by the teachers. A Pearson's correlation analysis showed there was a positive association between the teachers' actual practice of action research and their change (r = 0.38, P < 0.025). Action research and change progressed in the same direction. As the P-value was low (< 5%), the influence of chance was unlikely, and the obtained correlation coefficient was statistically significant. The results imply that action research as a practical philosophy of teachers is a powerful tool for personal and professional development for those who engage in the process and who have a stake in the results. This calls for revitalizing action research as part of teaching and learning, wherein teachers are empowered and committed to take initiative and base their teaching on action research results for the purpose of transforming themselves, their practices, and their learners.

The study aimed to investigate the effect of computer simulation and animation-integrated instruction on preservice science teacher trainees' conceptual understanding and retention of acid-base chemistry and stoichiometry. A quantitative approach with a pretest-posttest-delayed test quasi-experimental design was used. In the study area, there were only two sections of first-year trainees in the natural science department. So a comprehensive sampling technique of the two intact sections was employed. The two intact classes were randomly assigned to an intervention group (IG) and a comparison group (CG). Data was collected using Acid-Base Chemistry and Stoichiometry Conceptual Understanding of a two-tier multiple-choice Test (ABSCUT). Parametric statistics (independent sample t-test and ANCOVA) were used for the data analysis. The independent sample t-test was used for the pre-test analysis to examine the prerequisite experiences of trainees in the two groups and male and female trainees in the IG before the intervention. The result showed no significant difference between the mean score of the CG and IG. The result also showed no significant difference in the mean score of male and female trainees in the IG. The ANCOVA was used for post-test and delayed test analysis after the intervention. The result indicated that there was a statistically significant difference between the two groups on conceptual understanding, F(1,49)=5.07, p=0.029, partial eta squared=0.094, in favor of IG. This tends to imply the concepts of the trainees who received the intervention outperformed the comparison group. The ANCOVA result also indicated that gender difference has no statistically significant difference in the IG, F(1,24)=3.68, p=0.067. The delayed-test analysis showed that the IG has higher retention than the CG. Based on the results, this study recommended that policymakers, chemistry curriculum experts, chemistry curricular material developers, and practitioners alike consider the application of computer simulation-integrated chemistry instruction to enhance learners' conceptual understanding and retention.

In education, understanding the determinants of learners' achievement is crucial. This study aimed to explore the correlation between emotional intelligence (EI) and academic achievement in primary schools. Using Goleman's Emotional Intelligence Assessment Scale adapted for local use, 444 primary school students were assessed via random sampling. Inferential statistical methods, especially multinomial logistic regression, were employed for data analysis. The research revealed that self-regulation, self-awareness, empathy, and motivation significantly influenced academic outcomes compared to high-achieving peer. Additionally, demographic factors played a pertinent role in students' performance. The study's implications highlight the necessity of interventions to nurture EI in students. Recommendations include revising educational policies to cultivate resilient learners, raising awareness among educators, parents, and implementing strategies to enhance children's EI, emphasizing self-regulation, self-awareness, empathy, and motivation. These findings underscore the importance of EI in academic achievement and provide valuable insights for educational practitioners and parents, emphasizing the need for targeted interventions to support children's holistic development.

In the past four decades, it is interesting to note that the issue of gender diversity management (GDM) in education has attracted scholarly and policy attention. However, there has been little or no study on the perceptions and policy practices of GDM in Ethiopian public higher education institutions (HEIs). Therefore, the purpose of this article was to explore the perceptions and policy practices of the GDM in the selected five Ethiopian public HEIs. It was also aimed to provide insights that might guide practical and successful interventions as well as ideas for improvements. Employing mixed methods, a total of 395 regular undergraduate students (N=395) were recruited to take part in the quantitative phase of the study, while an additional group of 34 individuals (N=34) was sought to participate in the qualitative part. In total, (N=429) respondents participated in the study. A survey questionnaire comprising fourteen items was developed and subsequently analyzed using SPSS version 25. A narrative inquiry approach was also used for semi-structured interview analysis that allowed participants to present their tales. To substantiate data generated through questionnaires & interviews, further document analysis was also conducted. The results show that inadequate GDM policy is being implemented on top of a lower perception of it, even in an environment where policy is generally positive. Additionally, this survey offered a substantial amount of new insight into perceptions and policy practices regarding GDM. Ethiopian public HEIs need to identify areas for improvement and revise and implement policies that are aligned with the needs and expectations of twenty first century's GDM issues.

While computer animations have the potential to assist learners in understanding difficult concepts and eliminating misconceptions, studies supporting this claim are scarce. This study investigated how the 7E instructional model integrated with computer animations affected students' conceptual understanding and misconceptions about food making and plant growth. Experimental groups were taught the 7E learning cycle model [7E LCM], and 7E LCM with computer animation [CA] while the control group was taught the conventional instruction method. A two-tiered conceptual understanding multiple-choice test and semi-structured interviews were used to collect the data. ANOVA analysis revealed no significant differences between groups or genders in pre-food making and growth in plant conceptual understanding [pre-FMGPCU] and pre-misconceptions test scores [pre-MC]. There were, however, significant differences in post-FMGPCU and post-MC mean scores, with the 7E LCM with CA showing better results in improving conceptual understanding and minimizing misconceptions. MANOVA revealed no statistically significant difference between male and female students' post-FMGPCU and post-MC results. It was concluded that the 7E LCM with CA enhances students' conceptual understanding and minimizes misconceptions more effectively than other instructional approaches. It is recommended that similar designs be used in biology teaching.

This study aims to explore the practices and institutional challenges of Hawassa University academics staff pertaining to their continuous professional development (CPD) engagement. To this end, we employ an exploratory case study as our research design using various sources of data. The data were analyzed using thematic analysis. The findings reveal that there is a range of understanding of CPD among staff and that is practiced both formally and informally. The major challenges that hinder the practical effectiveness of CPD include misunderstanding of its importance, the inability of the institution to make the content of CPD relevant to academics' current needs and insufficient financial provisions. It is recommended that institutional and systematic policy actions for CPD management be prioritized.

This study explores an integrated approach for sustainable urban early childhood education and development within the context of urban planning and preschool infrastructure in rapidly urbanizing areas. It focuses on a case study conducted in both private and public preschools in Addis Ababa. The study adopts a qualitative case study design, utilizing data from secondary sources such as documents related to urban planning and design policies, preschool education policies, standards for early childhood care and education, policy implementation reports, academic literature, and theories on child education. The primary objective is to identify policy, institutional, and practice gaps in the assessment of urban design, planning, preschool education infrastructure, and early childhood care and education policies. The data collection instrument employed is document review, and the data analysis technique is a discourse thematic data analysis approach.

Notwithstanding the dramatic admission of the historical injustice against females in the Ethiopian constitution three decades back and the education policy that reflected the enthusiasm to address gender inequality, in practice, it failed to create a fairly inclusive higher education environment that is friendly to women. The aim of this study is to understand the gaps in the existing policy instruments in terms of ensuring gender equality in Ethiopian higher education. The relevant policies and strategies implemented in higher education were examined using women's empowerment frameworks as its analytical lens. The findings reveal that the micro-level policies that are enacted since the mid-1990s until the beginning of 2020s are gradually drifting away from the constitutional promise to make up for past historical injustices against women. This is further complicated by the absence of coherence between system and institutional level policies manifested in the form visible gaps and silences vi-a-vis declared aims to redress gender inequality and inequity in higher education. Finally, the study proposes relevant policy directions to come up with viable gendered instruments at the system and institutional levels.

While the lack of educational opportunities limits the future of most people in Ethiopia, they pose dire consequences to young people in migration hotspot areas. Using input-process-outcome-context-education quality framework, this study investigated the quality of education in eight migration hotspot areas of Ethiopia and its association with migration. A random sample of 1,187 participants (793 students, 262 teachers and 132 parents) completed a survey. Data were analysed using descriptive and inferential statistics. Results indicated that participants' overall rating of education quality was low. Over a third of participants perceived that input, process and outcome components of education in migration hotspot areas have a quality problem. Over 80% of the participants believed that poor quality of education could be a cause for migration. More specifically, a significant portion of the participants (37%) reported that there was no pedagogical centre in their respective schools; continuous assessment was practiced rarely (36%); and creativity and discovery among students was almost non-existent (40%). The participants' ratings indicated that the top five factors that contribute to the poor quality of education are low level of teacher competence, poor student motivation, poverty, value attached to education and large class size.

Despite the abundance of research linking leadership behaviours to organisational effectiveness in various sectors, there is a lack of empirical studies that investigate how leadership behaviours influence performance in the context of research universities. The present study examined the effects of leadership behaviours on departmental performance in public research universities in Ethiopia. The study employed a quantitatively driven embedded type of mixed methods design. The participants of the study were 1176 academic staff (969 instructors and 207 department heads). They were selected from four public research universities using a simple random sampling technique. In addition, 14 key informants were selected using a purposive sampling technique based on their teaching-learning, research and leadership lived experiences in higher education institutions and interviewed using semi-structured guiding questions. Quantitative data were collected using questionnaires composed of demographic questions and adapted versions of two scales: Multifactor Leadership Questionnaires and a new tool for measuring global academic performance. The quantitative data were analysed using frequency, percentage, multiple correlations and regression, one sample t-test, exploratory factor analysis and confirmatory factor analysis. Version 23.0 of Analysis of Moment Structures (AMOS) and SPSS-23 were used for data analyses. Qualitative data were analysed thematically using open code version 4.03 software. The analyses showed that transactional leadership dimension and teaching-learning dimension of departmental performance were practised predominantly. Dimensions of leadership behaviour were found to be positively and significantly related to dimensions of departmental performance. The joint contributions of dimensions of leadership behaviour were larger than their separate contributions, thereby supporting the formulated alternative hypotheses. Implications of the findings were discussed.

Young children with early emotional, behavioral, and regulatory problems are at risk for long-term behavioral and academic challenges. This study examined the associations between O-classroom quality (i.e. emotional, organizational, and instructional supports) and problem behavior in six-year-old children who attend preschool. A correlation study design, under a quantitative approach, was used. Participants included 503 children (244 male and 259 female) living in the Wolaita communities of Southern Ethiopia. The Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008) was used to assess classroom quality across three domains: emotional support, classroom organization, and instructional support by certified observers. The O- classrooms were observed three times during six cycles, twice in the first, second, and third observation. Furthermore, the Preschool and Kindergarten Behavior Scales (PKBS, Merrell, 1994, 2002) were used to measure children's problem behavior. Hierarchical linear modeling results showed that the O-classroom quality score had a significant negative correlation with problem behavior. Analyses revealed that the combined effects of observed O- classroom quality explained a 73% variance in children's problem behavior. Taken together, these findings indicate that classroom organization and emotional support significantly and negatively predicted children's problem behavior. Areas of further research and implications for policy and practice are advanced based on the major findings.

Grounded on scholarly works this study examined the lived experiences of children in the Ethiopian Orthodox Church school through the lens of a child rights-based approach. Three articles of the United Nations Convention on the Rights of the Child (UNCRC) were chosen as an analytical framework. The review revealed that the vast majority of "Yekolo Temari" joined the EOC school with their own interest, but the practice left them deprived of the family environment. They needed the protection and care necessary for their well-being. This study recommends that the government of Ethiopia and all stakeholders enforce domestic laws that ensure the well-being of Yekolo Temari.

The study evaluated the suitability of primary school teachers' professional development policy implementation conceptualization of targets, reflective contents, process, methods and contexts in which it occurs in Oromia. The researchers used a mixed method with concurrent triangulation design. The researchers selected a total of 618 samples of the study using different sampling techniques such as purposive, convenience, stratified and simple random sampling techniques. The data were collected from primary sources of data such as teachers, mentors, principals, supervisors, coordinating committees and parents using questionnaires, interview, focus group discussion, document examination and observation. Then, the researchers analyzed the data using mean, standard deviation, one-way ANOVA and post hock test, and thematic narration. The study showed that both veteran and novice teachers were less able to conceptualize and contextualize their professional development practices to the existing phenomena in the schools under investigation. Teachers' professional development practices were powerless to update professional competencies and improve professional and innovative pedagogical practices in classrooms. In addition, the professional development contents and activities were repetitive from time to time. Primary school teachers were not learning proficiently from continuous professional development practices to ensure basic and specific professional competencies required in classrooms. The implementations of reflective activities such as action researches, classroom observation, differentiate learning; collaborative learning, microteaching and lesson studies couldn't contribute to practical changes. Teachers weren't actively participating in professional development because of lack of conceptualization and contextualization of reflective activities to improve professional competencies although they are transformative intellectuals. Therefore, teachers, mentors, principals, and cluster supervisors should use face-to-face learning and digital learning strategies to improve instructional practices in classrooms, and values and prestige of teaching profession. Likewise, the study forecasts the requirement of context specific policy framework and practical toolkit for newly deployed and experienced teachers rather than focusing on the generic policy document.

Low yield/hectare gains, food insecurity and environmental unsustainability are challenges experienced by the agriculture sector in Ethiopia despite substantial government investment. Although there are many factors that contribute to the poor performance of the sector, smallholder farmer competence gaps are principal among them. This study aims to examine the effects of Comprehensive Competence-Based Training (CCBT) on the competence development and performance improvement of smallholder farmers using the authentic professional core task during maize planting as a problem context. We applied a 3-week randomized (control group pretest posttest) design and single-blind field experiment to test the impact of CCBT through provision of a training to two comparable farmer groups using conventional 'Low-CBT' and innovative 'High-CBT' implementation levels. The samples included 'High-CBT' (N = 220) and 'Low-CBT' (N = 220) groups of smallholder farmers in the West Gojjam Zone in Ethiopia. Data on competence development and performance improvement of farmers were collected from themselves, trainer Development Agents and Trained Assessors. The yield in quintal/hectare gains for each smallholder farmer was collected twice (before and after the intervention). Repeated (pretest, posttest) MANOVA and ANOVA measurements were used to analyze the data. The results revealed that the development of smallholder farmer competence in 'High-CBT' was higher than in 'Low-CBT' training. Comparisons of performance in both the authentic job situation and in terms of yield in quintal/hectare gains in the two groups revealed a better performance of both groups. However, the 'High-CBT' group performed better than the 'Low-CBT' group in both the authentic job situation and in terms of yield in quintal/hectare gains. We obtained 31 and 41 quintal/hectares of maize for the 'Low-CBT' and 'High-CBT' groups, respectively, which are better than the baseline average 22 quintal/hectare for both groups. These findings underscore the relevance of CCBT, especially when the design principles of CBE are integrated well in the training programme (which was called 'High-CBT level'), for improving performance, in this case gain in yield per hectare of smallholder farmers, which potentially results in the increase of household food security.

The study aimed to investigate the implementation of Competency-Based Language Teaching assessment and proficiency in English speaking skills. The study adopted a mixed methods approach and descriptive survey design. A random sample of 97 grade four English teachers and 56 grade four students were selected. The study utilized various methods to collect data, including a questionnaire, observation, interview, and oral test. The study employed both quantitative and qualitative data analysis methods. The result showed that there was limited implementation of Competency-Based Language Teaching assessment in speaking skills. The findings also showed that the teachers' awareness of the purpose of the speaking skills assessment in Competency-Based Language Teaching was below average. The study also found that students scored below satisfactory in speaking skills competencies, indicating that they did not achieve the intended level of mastery. Teachers' awareness of the assessment's aim must be ensured to guarantee the implementation of the Competency-Based Language Teaching assessment. Competency-Based Language Teaching assessment also should ensure the achievement of learners' speaking competency. The number of schools selected as the sample was only four for the questionnaire and achievement test. The study recommends that teachers implement Competency-Based Language Teaching assessments practically in spoken language instruction, be aware of the purpose of Competency-Based Language Teaching assessments in speaking skills, and promote learners based on the mastery of competency at each level.

The study evaluated the relevance and effectiveness of primary school teachers' professional development policy and practices in Oromia Regional State. The researcher used a mixed method with concurrent triangulation design. The researcher selected a total of 618 samples of the study using different sampling techniques such as purposive, convenience, stratified, and simple random sampling techniques. The data were collected from primary sources of data such as teachers, mentors, principals, supervisors, coordinating committees, and parents using questionnaires, interview, focus group discussion, document examination, and observation. The researcher analyzed the data using mean, standard deviation, one-way ANOVA and post-hoc test, and thematic narration. The findings of study showed that teachers' professional development practices were powerless to update professional competencies and improve professional and innovative pedagogical practices in classrooms. Primary school teachers were not learning proficiently from continuous professional development practices to ensure basic and specific professional competencies required in classrooms. The implementations of reflective activities such as action researches, classroom observation, differentiated learning, collaborative learning, microteaching, and lesson studies couldn't contribute to practical changes. The study forecasts the requirement of context specific policy framework and practical toolkit for newly deployed and experienced teachers rather than focusing on the generic policy document.

This study examined the economic benefits of higher education in Ethiopia. It utilized a quantitative research approach. The study revealed that the benefit-cost ratio (BCR) for secondary and higher education is 1.97 and 1.84 respectively. This implies that both levels of education provide benefits outweighing their costs. Regarding the private and social rate of return, they were 68% and 23% respectively. These figures reveal that both the private and social benefits are higher than the those found in any previous studies. Lastly, higher education has the highest rate of return for employees of three key sectors-that is, teacher education, agriculture, and health sciences-with an estimated value of 23, 15.3, 16.3 per cent increases to earnings compared to 3.8 for secondary education. In conclusion, the increasing pattern of high private rates of return to higher education shows that a shift of the education cost burden from the social to the private might be accomplished through loan schemes in higher education.

The impacts of a technology-integrated formative assessment technique on students' conceptual and procedural knowledge in studying chemical equilibrium are studied in this study. To attain the purpose, a quasi-experimental pretest-posttest strategy nested with a qualitative study method was adopted. The study has three groups: two experimental and one comparative. A random sample strategy was utilized to select two intact classes for treatment and one intact class for comparison groups. Data was collected using the chemical equilibrium conceptual test, the procedural test, and classroom observation. The data was examined using descriptive (mean and standard deviation) and inferential statistics (one-way ANOVA, one-way MANOVA, and Pearson product moment correlation). According to the findings, technology-integrated formative assessment processes outperformed traditional techniques and formative assessment strategies alone in enhancing students' conceptual and practical understanding of chemical equilibrium. Similarly, when technology-integrated formative assessment processes are used, classroom observations show that students have a strong motivation to learn and that the instructor is more skilled than the other two teachers. Technology-integrated formative assessment processes were shown to be more effective than the other two groups in promoting students' conceptual and procedural understanding when learning chemical equilibrium.

Despite the complex nature of writing, many students are hesitant to tackle difficult subjects. To help those facing writing difficulties and increase their motivation, this study examines the effect of teacher-student collaboration through guided-writing instruction. A two-group quasi-experimental design was used with a pre-treatment-post-tests format. The participants in this study were 50 11th-grade students (aged 17-24; 28 male and 22 female) from Data Sana Memorial School in Wolaita Sodo City, South Ethiopia. Writing skill tests and questionnaires about writing motivation were used to collect data, which was then analyzed using independent samples t-test analysis to determine the effectiveness of guided-writing on students' writing improvement and motivation. Although the pre-test results did not show a significant difference between the mean scores of the control and experimental groups, the post-test results of the writing skill tests showed a statistically significant difference between the means of the experimental and control groups. Additionally, the results of the writing motivation questionnaires revealed that the mean score of the experimental group increased significantly in the post-test compared to the pre-test. These findings demonstrate the usefulness of guided-writing instruction in assisting students with writing difficulties and motivation. In conclusion, the findings have implications for teaching writing through guided-writing instruction and it is recommended to help students struggling with writing and a lack of motivation. Moreover, further research into writing instruction through guided-writing in various ecological aspects and grade levels is required.

This study looked at the attitudes of Ethiopian English teachers and Bonga Mehal Ketema High School grade 10 students about spoken communication in the classroom. The purpose of this study was to determine why oral communication is such an important part of English teaching, what role teachers and students play in making orally active students in the English classroom. Four English teachers were purposively interviewed, and 95 pupils in the tenth grade completed a questionnaire. The findings show that the majority of teachers and students believe that oral communication is an important aspect of the English education process. It is primarily due to the fact that being able to express yourself vocally in English in today's world is extremely important. The findings also reveal that teachers believe assessing students' oral competence is difficult since it is not as concrete as other abilities assessed in the English foreign language course. The challenge of convincing timid or unmotivated students to engage orally, as well as a lack of time, make assessing students a challenging undertaking. Thus, EFL teachers should establish a welcoming environment in the classroom to help students enhance their speaking skills.

Jigsaw-IV Problem-solving method is innovative active learning instruction used to improve college student's learning. The main purpose of the study was to investigate the effect of Jigsaw-IV problem-solving instruction on preservice physics teachers' (PSPT) procedural knowledge in college of teacher education in the Southern nation nationality region of Ethiopia. The study involves 136 first year PSPTs who are attending their preservice teacher education program in four colleges of teacher education. To achieve the goal of the study, a quasi-experimental research method with the pretest-posttest design was used. Procedural knowledge test was used for Data collection. The reliability of the test was checked using KR-20 and found to be 0.83. In treatment groups one, two, and three, the TECDRER (Thinking, Exploring, Choosing, and Manipulating), Discussing, Reflecting, Evaluating, and Re-teaching) model used in Jigsaw-IV problem-solving strategies (J-IVPSS), Jigsaw-IV (J-IV), and Problem Solving Strategies (PSS) were employed, while the customary method was employed for the comparison group. After checking all necessary assumptions, the data was analyzed using descriptive statistics and inferential statistics such as ANOVA and ANCOVA. The results showed that treatment groups performed significantly better than the comparison group. It was suggested that the J-IVPSS is a good approach to enhance PSPT's Procedural knowledge.

According to the Ethiopia Ministry of Education (2015), school feeding initiatives, such as feeding children in food insecure conditions, providing educational resources, and school meals are essential for supporting access to general education. The purpose of this study was to assess the impact of school feeding program on the academic performance and class participation of Grade 8 students in the primary public schools in Gulele sub city, Ethiopia. A quantitative research method with a quasi-experimental design was used in conducting the study. From Grade 8, two hundred students were selected by using purposive sampling technique. From five out of ten Woredas, the sample primary schools with Grade 8 were selected. Standardized Attentions Check List and the roster cards were used to solicit the primary and secondary sources of data. Difference in Difference linear regression and Independent Sample t- test were applied for analyzing academic achievement, attendance and attention data respectively. Result of data analysis indicated the positive effect of school feeding program on academic achievement and attendance of Grade 8 students. The school feeding also has an effect on the students' attention span. Providing for greater financing and more coverage for the school-feeding program at country level is recommended.

The major objective of this study is to assess the most common school leadership practices in the Dire Dawa Administrative region and their relationship with student achievement. To this end, it used a cross-sectional and correlational study design. Sample schools were selected using purposive sampling techniques and principals and vice-principals were selected using the availability sampling method. Accordingly, 16 schools and 48 principals participated in the study. Data was collected using a self-developed questionnaire, interview and document analysis. The reliability of the self-developed questionnaire was .77. Student achievement data for the three years the principal/vice principal was assigned were collected from the regional education bureau data set. The collected data was analyzed using narrative analysis, descriptive and inferential statistics. The relationship between leadership preparation and student achievement was analyzed using correlation and simple regression. The findings indicated strong relationship between leadership development and student achievement with r=0.18 at a p<0.05 level of significance. The relationship is moderate but significant at a p<0.05 level of significance and with rho=0.426. Whereas the most common leadership preparation strategy employed is experience sharing, with other strategies such as short-term training and job assignments being less common.

The objective of this study was to examine the effectiveness of blended physics laboratory experimentation on pre-service physics teachers' (PSPTs') understanding of the nature of science (NOS) during an electricity and magnetism laboratory course. The study used a non-equivalent comparison group using a pre-test-post-test quasi-experimental design that contrasted blended, virtual, and real mode of physics experimentations. A total of 63 PSPTs, 16 in blended experimental group, 26 in virtual experimental group, and 21 in real experimental group, participated in the study. Except for the type of manipulatives, the experiments in all the three cases were the same. Quantitative Likert-type questions were administered before and after the intervention and open-ended questions were administered after the intervention. The quantitative data were analyzed using one-way ANOVA and ANCOVA, while the qualitative data were categorized under naïve, mixed, and informed views. The results revealed that experimenting with blended, virtual, and real manipulatives were found to be ineffective in enhancing understanding of NOS on the PSPTs'. Apart from the type of experiment used, it was suggested that adequate consideration be paid to NOS issues in the laboratory courses in order to obtain well-educated and trained physics teachers.

School algebra serves as the language of mathematics and a foundational subject for learning advanced mathematics courses. This makes developing learners' proficiency in algebra the most desirable instructional goal of school mathematics. Despite having such importance emphasis, however, studies indicate that the vast majority of learners are characterised by inadequate mathematics proficiency levels in general and in the algebra syllabus topics in particular. Consequently, this quasi-experimental study attempted to investigate the efficacy of using discourse-based instruction as an instructional approach to developing proficiency in algebra unit topics. One hundred and six (N = 106) Grade 11 learners participated in the study and were randomly grouped into an experimental group (n = 52) and a control group (n = 54). Using a test instrument that consisted of 24 Rasch-validated items, both pre-test and post-test data were collected from both groups under similar conditions. The Mann-Whitney U statistical analysis of the pre-test data revealed no significant difference between the control and experimental groups. The Mann-Whitney U analysis performed on the post-test data demonstrated that the experimental group scored significantly higher in the post-test scores when compared to the control group after the intervention. The study findings provided evidence of the efficacy of discourse-based instruction over teacher-centred instruction for developing learners' algebra proficiency.

The purpose of the study was to investigate the level of practice, challenges, and prospects of SBM in Ethiopian schools. A holistic multiple-case study was utilized. In addition to document review, the researcher collected data via semi-structured interviews with maximum diversity sampling from eight participants. Thematic analysis was employed for analysing data. Results showed that implementing SBM in Amhara regional state, Ethiopia, was ineffective. The significant challenges identified were: the low administrative capacity of crucial members of the SBMs, uncertainty, overload, lack of cooperation from the school leaders, and teachers' misunderstanding of the importance of the SBM. To improve school management at the school level, Ethiopian schools should take the following prospects into account: Commission a steering committee to introduce SBM, make a pilot project to allow some schools to have greater control over their budgets, give legal authority to schools to define themselves, increase the direct relationship between district education bureaus and regional educational bureaus, provide in-service training and so forth. In addition to the theoretical implications to the literature about SBM in the Ethiopia context, this study has several practical implications for many stakeholders of education, such as the Ministry of Education and school administrators, to understand the challenges in implementing SBM and to overcome the challenges in their respective schools by considering the suggested prospects.

This study examined the implementation of an alternative assessment in a course, Communicative English Skills Course (CESC), at three Ethiopian universities. The study mainly focused on multi-assessor strategies, multiple assessment tools, and comprehensive, progressive, continuous, and relevant assessment used by instructors at these three universities. Two sets of questionnaires, an instructor questionnaire and a student questionnaire, were administered to collect its data from 128 instructors and 241 students. A maximum variation sampling was used to select instructors from the three universities and stratified sampling to select students from these three universities. Data sets were analyzed using descriptive statistics, and Mann-Whitney U Test and Kruskal-Wallis Test. There are two findings of this study that are worth mentioning. First, an instructor-based assessment strategy (M = 4.0) dominated the process of evaluating student learning in CESC. Second, the overall assessment strategies employed by instructors at the three universities lacked progressiveness, continuity, and relevance, and focused more on reading, grammar and vocabulary than on the other language domains of CESC. There are two implications for this study. First, most of the instructors at the three universities preferred traditional assessment (TA) methods to alternative assessment (AA) methods and found the former more convenient to use in CESC than the latter. Second, the instructors denied the apparently existing mismatch between their assessment practices and CESC's recommended assessment methods.

The goal of this study was to assess students' level of conceptual understanding of chemical kinetics and equilibrium using topic-specific pedagogical content knowledge (TSPCK)-based instruction in chemistry grade 11 students. The research was a mixed approach that involved 159 grade 11 chemistry class students from Addis Ababa administrative city, Ethiopia, and employed a mixture of qualitative and quantitative methodologies. Purposive sampling was used for the sample procedure and four intact classes were selected as three intervention groups and one control group: curricular saliency-based, representation-based, conceptual teaching strategy-based instruction, and comparison groups. The level of conceptual understanding was assessed using reasoned questions, specifically a two-tiered multiple-choice pretest, and posttest. The findings revealed that students' conceptual understanding of chemical kinetics was higher than that of chemical equilibrium concepts. According to the findings of the students' pretest and posttest, the level of conceptual understanding increased from 27.08% to 32.21% in chemical kinetics and from 15.91% to 23.68% in chemical equilibrium. Overall, representation-based instruction and conceptual teaching tactics boosted students' conceptual knowledge and accomplishment in chemical kinetics and equilibrium concepts. This study proposes that the level of conceptual understanding of grade 11 students in chemical kinetics should take into account the horizontal relationship between mathematics and the chemical kinetics concepts, which should be taught using technology-assisted teaching strategies such as conceptual teaching strategies and three-fold mental representations.

In teacher education, enhancing pre-service teachers' higher-order thinking skills (HOTs) is very crucial. The effect of comprehensive professional development in assessment for learning (AfL) on pre-service teachers' HOTs in an algebra course was investigated using a nonequivalent group quasi-experimental design. A total of 129 pre-service teachers who took the Fundamental Concepts of Algebra course from three different teacher education colleges [TECs] selected randomly from ten Ethiopian TECs, participated in the study. Among these students who attended the course, a group of 52 pre-service teachers with three mathematics teacher educators who gave them the course engaged in comprehensive training and professional development on AfL, while the remaining pre-service teachers were attending the course the usual way in two different TEC. A one-way ANOVA was used to determine whether there was a mean difference among the three groups and three achiever levels on their HOTs scores. The result showed that there is a statistically significant mean difference in the HOTs scores between pre-service teachers in the treatment group and the comparison groups. The results also showed that there was a statistically significant mean difference among the three achiever levels (low, medium, and high) in their HOTs scores in the treatment group before the intervention, but there was no statistically significant mean difference after the intervention. The implications of the results and recommendations are discussed.

The main objective of this study is to identify the constraint hindering ICT integration in Ethiopian public secondary schools. The study's results demonstrate that the Integration of ICT is still in its infant stages due to a lack of infrastructure, insufficient funds, lack of technical and administrative support, lack of time, teachers' knowledge, abilities, and use of technology are lacking. Those challenges are distinguished as teachers-related challenges, students-related challenges, resource-related challenges and administrative-related challenges. The implication is that using ICT integration to improve learning and teaching is not happening in accordance with the national ICT policy strategy, thus reaping the greatest benefit from ICT integration all concerned bodies, and actors at all levels should pay special attention to ICT integration practices in the study area from the higher-level ministry of education to the lower-level woreda education office and schools. Finally, it is suggested that in the future a countrywide study involving all other variables and private secondary schools not considered in this study should be conducted.

The study aimed to investigate the perceptions and practices of continuous assessment in government higher learning institutions in Ethiopia. A survey research design with both qualitative and quantitative approaches involving concurrent triangulation strategy was employed. The study period was from February 2020 and November 2020. A total of 354 respondents (219 students, 125 instructors, 3 college deans, 4 department heads, 3 Quality Assurance and Cooperative Learning Coordinators (QACLCs)) were the participants of the study. Except for deans, heads, and QACLCs, who were selected by purposive sampling, all the rest were selected randomly. Questionnaires, and interviews, were tools/sources of data. The data gathered through questionnaires were analyzed using percentage, frequency, mean, combined mean, standard deviation, and combined standard deviation, one-way ANOVAs, and interview data were analyzed by narration and direct quotation of the respondent idea. The result of the study showed that the perception of both teachers and students towards the CA was positive. Regarding the practice of CA, there was low extent of CA practices. The implication is that CA as a means to improve students learning and academic achievement is not practiced in line with student assessment guidelines (such as MoE students assessment guidelines). Thus, to make the maximum academic benefits out of the practice of CA, all concerned bodies/actors (at all levels (higher level - Ministry of education/Ministry of science and higher education) to the lower level (department/staff level) should give special attention to the CA implementation policy. Appropriate training (particularly related to conceptualization, methods, techniques of CA including its practice, and academic integrity) should also be delivered to instructors and students. Finally, to properly implement CA, it is recommended that countrywide research, involving all other variables and higher learning institutions not considered in this study, should be conducted in the future.

The purpose of this study was to examine whether a simulation-integrated context-based 7E instructional strategy (SICBIS) could increase students' achievement in the chemistry of oxides, acids, bases, and salts (COABS) when compared to context-based 7E instructional strategy (CBIS), simulation-integrated conventional teaching approach (SICTA), and conventional teaching approach (CTA). An embedded mixed-method was employed. For the quantitative part, a 25-item chemistry achievement test was utilized to collect data from 229 grade 10 students as part of a quasi-experimental pre-/post-test control group study design. Both descriptive and inferential statistics were utilized to analyse the data. Semi-structured interviews were used to triangulate it the with quantitative results. Quantitative results demonstrated that although difference was not statistically significant, incorporating computer simulations within CBIS helps students do better than they would have without. SICBIS and CBIS outperformed SICTA and CTA in COABS. Also, implications and recommendations are made.

This study was intended to examine the progress of the geometric reasoning skills of pre-service mathematics teachers (PSMTs) in the College of Teacher Education, Oromiya, Ethiopia. In the study, there were three different classes: EG1 (n=48), EG2 (n=38), and CG (n=30), where PSMTs in EG1 were treated with technology into guided inquiry-based learning (TGIBL), EG2 with guided inquiry-based learning (GIBL), and CG with a conventional learning approach. A geometric reasoning test was used to collect data. The data were analyzed using a one-way ANOVA and a paired sample t-test. The findings showed that the effect of using the GIBL model assisted by technology was higher when compared to the other two models. On the other hand, a paired t-test showed significant mean gains in reasoning skills in the TGIBL and GIBL approaches. Hence, technology must be integrated into teaching and learning geometry at CTEs to promote PSMTs' geometric reasoning skills.

The aim of this study is to investigate the impact of COVID-19 on the academic performance of colleges and Kotebe Metropolitan University students in terms of the Internet access, resource availability, and students' perception of e-learning. The study also described the concerns of students, parents, and teachers related to the circumstances caused by social isolation and the perspectives of teachers and parents with regard to remote or online learning. This study adopted a mixed research design. For data collection, survey questionnaires, which were conducted on a total population of n=350, and semi-structured interviews were used with department heads and stream heads. In addition, simple random sampling was used for all instructors from the college, university, and students from the college of teachers' education. According to the study's findings, there was a lack of the Internet access, a lack of ICT resource availability, and a lack of online competency among students and teachers throughout the epidemic. The findings of this study confirm the readiness and motivation of teachers to advance their knowledge and skills, as well as to contribute with the aim of improving the quality of education. The findings also confirmed that COVID-19 comes with both challenges and opportunities for the Ethiopian education system.