Abbi Lemma Wedajo
3 Publications in AERD
Author Publications
Export PDFImproving Secondary School Mathematics Teachers’ Effective Lesson Implementation through Lesson Study
By Temesgen Yadeta Dibaba
The main purpose of this study was to explore how engaging in lesson study improves secondary mathematics teachers’ effective lesson implementation to support students’ learning better. The research was conducted in Jimma City, Ethiopia, and employed design-based research with qualitative data collected from two secondary schools and 12 mathematics teachers. A purposive sampling technique was used to select participants. Interviews, observations, and document analysis were the main sources of data. The data were analyzed thematically supported by Atlas-ti qualitative data analysis software. Findings indicated that engaging in lesson study improved mathematics teachers’ effective lesson implementation. LS improved participants’ practice of lesson presentation, use of diverse student-centered teaching methods, assessment, behavior management, instructional aids, time management, and feedback strategies. School leaders’ positive attitudes and teachers’ commitment were found to be supportive, while shortage of time and teachers’ high teaching load were constraints. It would be vital to integrate lesson study into teachers’ school-based professional development programs to improve mathematics teachers’ effective lesson implementation in the study setting. The study suggests further investigation in more secondary schools by incorporating quantitative evidence with larger a sample size. © 2024, The International Academic Forum (IAFOR). All rights reserved.
Transformative Assessment Practices in Mathematics Classes: Lesson from Schools in Jimma, Ethiopia
By Melaku Takele Abate
Transformative assessment is a classroom assessment aimed at changing both how teachers teach and students learn a lesson. Nowadays, this kind of assessment needs to be practiced to encourage teachers to be creative and flexible when designing their assessments and for students to be reflective and take responsibility for their learning. Hence, this qualitative study aimed to examine mathematics teachers' practices of transformative assessment and the associated challenges. Data collected from eight teachers using semi-structured interviews and lesson observations were analysed thematically. It was found that teachers did, in fact, not provide evidence of practicing transformative assessment in their teaching. There was an attempt to align assessment to learning outcomes even though the assessment practice utilized remained traditional. Teachers' assessment practices focused on fast-learners while leaving behind the majority, lacking balance and equity. Teacher, student, and school-related factors were the main challenges facing the teachers during assessment practices. The study presents possible strategies by which transformative assessment practices in mathematics teaching can be developed, implemented, and sustained to improve students' learning. © 2023 the author(s), published by De Gruyter.
Design-based research to develop lesson study for transformative assessment: teachers’ reactions, learning, organizational support, and use
By Melaku Takele Abate
Purpose: This study aimed at exploring mathematics teachers’ reactions, learning, school leaders’ support, and the use of the lesson study for transformative assessment (LSforTA) program ideas in practice. Design/methodology/approach: The LSforTA program was new and therefore, a local and grounded approach was needed to examine teachers’ knowledge and their skills acquired using LSforTA. A design-based research approach was therefore selected to evaluate and refine the LSforTA approach. Findings: The program affected teachers’ practices of transformative assessment and enhanced their knowledge and skills in assessing students transformatively in a positive way. The paper concludes how LSforTA procedures were adapted in response to this evaluation and provides suggestions for future development and research. Originality/value: With its original combination of conceptual and theoretical lenses, the research contributes to the academic literature by linking transformative assessment, lesson study and school context. This connection provides new opportunities for teachers to develop strategies to create meaningful assessment practices embedded with their instructional process in the context of their schools. © 2023, Emerald Publishing Limited.
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