Abraha, Mollaw

2 Publications in AERD

Author Publications

Parental Involvement Status in Their Children's Learning: Selam Primary School of Woldia Town, Ethiopia

By Abraha, Mollaw

The study aimed to examine to what extent parents participated in their children's learning. It focused on how the Selam elementary school inspired to involve families in the children's schooling. To realize this, the researcher used grounded theory as the design of the study. Parents and teachers were involved in the study purposively, and school principals participated in the study comprehensively. The study used an interview and focus group discussion as data gathering tools. The gathered data were analyzed by using open, axial, and selective coding approaches. And the findings indicated how most parents went to school only when their children scored low academically and misbehaved; teachers had discussions with parents of misbehaved and academically weak learners. The outputs also showed that the school was ineffective in mobilizing parents in the school and learners' learning initiatives. So, parents have to prioritize their children's instructional process; teachers need to involve caregivers in the instructional process regularly by designing a communication plan with appropriate means of interaction. The school also has to work on how teachers and parents tackle students' instructional problems by working together regularly.

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Influences of Teachers' Characteristics on Their Gender-Responsive Pedagogy Practices: The Case of General Secondary Schools of North Wollo

By Abraha, Mollaw

The study assessed the influences of science teachers' sex and teaching experiences on their gender-responsive pedagogy (GRP) practices of general secondary schools of North Wollo Zone, Ethiopia. It used a case study design and considered science department heads and school principals, and students as data sources comprehensively and purposively, respectively. The researchers collected data via interview and focus group discussion (FGD) and analyzed them thematically. According to the findings, teachers' sex and teaching experiences did not affect their GRP practicing status. So, it is vital to engage teachers in gender-sensitive teaching that both address students' different learning styles and preferences.

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