Abate Demissie Gedamu
4 Publications in AERD
Author Publications
Export PDFPrimary school teachers’ assessment for learning practice for students’ learning improvement
By Hailay Tesfay Gebremariam
Assessment for learning practice and learning improvement are the two vital variables in this study. This article explores primary school teachers’ assessments for learning practices for student learning improvement. The participants (n = 242) were selected through a cluster random sampling techniques for a questionnaire survey from the target primary schools to meet the research objective of this study. Among the total participants 15 teachers for an in-depth interview, and five for informal conversations were randomly selected through purposive sampling. The data collected through closed-ended questionnaire were analyzed using mean, standard deviation, analysis of variance and post-hoc methods. To analyze the qualitative data acquired through interview and informal conversation, thematic verbal descriptions were employed. Conversely, the findings indicated that the primary school teachers had highly positive classroom environments practice, moderate positive learning intentions and success, feedback in assessment practices, and self- and peer-assessment practices toward learning assessment. Although, the findings from the quantitative data showed that the primary school teachers had high and moderate assessments for learning practice, the interviews revealed that they had low confidence in learning practice assessments owing to challenges faced during practice. These overall challenges relate to transparency, experience, training, school problems, and preference reliance. Finally, based on the study’s implications, recommendations are made for future directions of studies that will allow better comprehension of the assessment for learning practice in relation to the students’ learning improvement. Copyright © 2023 Gebremariam and Gedamu.
The influence of K-12 language teachers' demographic profiles on authentic assessment practice
By Hailay Tesfay Gebremariam
While much literature has been used to investigate authentic assessment practice in the field of education, particularly in the context of language classrooms, a study investigating the demographic profiles of teachers and their relation to authentic assessment practice in language classrooms is crucial and needs further exploration. To this end, the current study investigated the K-12 language teachers' demographic profiles in relation to their authentic assessment practice, in terms of gender, teaching experience, and educational status. The study included 282 K-12 teachers enrolled in a summer program in Ethiopia. The study design was a descriptive survey, and data were obtained via a questionnaire. Descriptive and inferential statistics were used to analyze the gathered data. Results showed that language teachers had significant differences (p?>.05) in classroom questioning and discussion (hereafter referred to as CQD), as well as substantial differences (p?>.05) in peer and self-assessment (hereafter referred to as PSA) and feedback process (hereafter referred to as FB). Additionally, significant differences (p <.05) were observed in the effect of gender, teacher experience, and educational status on all three subsections. The findings show that although language teachers had authentic assessment practice, there were no consistent results regarding the influence of their background information. These findings contribute to our understanding of how demographic profiles of language teachers affect authentic assessment practice in K-12 education. Based on the results of the study, recommendations have been made for further consideration. © 2023, authors
TEFL trainees' attitude to and self-efficacy beliefs of academic oral presentation
By Abate Demissie Gedamu
An oral presentation is an essential skill for successful academic and professional careers. Trainees' attitudes and self-efficacy beliefs about oral presentation play significant roles in their oral presentation development in a foreign language context. Accordingly, this study aimed to explore TEFL trainees' attitudes to and self-efficacy beliefs of oral presentation and the association between the two variables. A concurrent mixed-methods design was adopted to address the research questions. A systematic random sampling technique was employed to select 150 M.A. trainees at post course works from four public universities in Ethiopia. However, only 123 (82%) filled out and returned attitude and self-efficacy beliefs scale questionnaires. Besides, five trainees were randomly selected for retrospective interviews. Mean scores, standard deviation, Pearson product-moment correlation, ANOVA and Post hoc methods were utilized to analyze quantitative data, while thematic verbal descriptions were employed to analyze the qualitative data. The questionnaires and interviews showed that TEFL trainees had highly favorable attitudes toward oral presentation. Although the results from the questionnaire indicated the trainees had high self-efficacy beliefs towards oral presentation, the interview revealed they had middling confidence in an oral presentation due to their poor English language proficiency, as English is a foreign language to them. Moreover, a positive and significant moderate correlation was found between the trainees' attitudes to and self-efficacy beliefs of oral presentations.
Business and Economics Students’ Conceptions of and Approaches to Learning
By Abate Demissie Gedamu
How college students perceive and approach learning is important for quality education. This study was then aimed to explore sophomore students’ conceptions of and, approaches to learning and the association between students’ conceptions of and approaches to learning at Arba Minch University in the College of Business and Economics. A cross-sectional descriptive survey design was adopted to describe the phenomenon. Using the systematic random sampling technique of every 7th, 140 students were selected. To collect data on the conceptions of and approaches to learning, the Approaches and Study Skills Inventory for Students (ASSIST) was used. To decide whether there was a difference between transforming and reproducing learning conceptions, an independent sample t-test was applied. To examine and compare the learning approaches, one-way ANOVA and post hoc were applied while Pearson product-moment correlation was employed to scrutinize the association between the students’ conceptions of and approaches to learning. The results revealed that the students had both the transforming/qualitative and the reproducing/quantitative conceptions of learning although they had exceedingly the transforming conception over the reproducing conception. Besides, the students adopted dual learning approaches of the deep and the strategic equally although they practically used to employ the strategic approach. Teachers have been recommended to assist their students to develop the transforming conception, and approach to learning that enhances meaning-making and understanding through inquiry-based experimentation, and problem-solving. As well, on-job seminars should be prepared for the College instructors on the needs and use of the approaches to learning. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.
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