Alemu M.
2 Publications in AERD
Author Publications
Export PDFExploring the links between emotional intelligence and writing performance among Ethiopian high school learners
By Hiluf B.
Emotional intelligence (EI) refers to the ability to recognize, understand, and manage emotions, which has been found to play a crucial role in academic achievement. However, there is limited research on the impact of EI on writing performance, particularly in the Ethiopian context. Therefore, this study aims to address this gap by examining the correlation between EI and writing performance among Ethiopian high school students. To achieve this objective, a correlational research design was used. A sample of 11th-grade students (aged between 17 and 24; 69 male and 107 female) from high schools in Ethiopia was selected using a simple random sampling method. The participants completed a standardized EI questionnaire, providing quantitative data. Additionally, a writing task was assigned to the participants, and their written compositions were analyzed to assess their writing performance. The collected data were analyzed for validity and reliability using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) statistics. Pearson’s correlation coefficient was used to analyze the relationship between EI and writing performance, univariate analysis and ANOVA test was used to determine the difference in EI among participants. The findings of this study showed a statistically significant relationship between EI and writing performance. Furthermore, the results provided insights into the specific relationship between EI and writing performance among high school learners in Ethiopia. The implications of this study may extend to educational policy and practice, as it can inform the development of interventions and strategies to enhance students’ EI and improve their writing skills. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Understanding and practice of active learning among upper primary school science and mathematics teachers
By Michael, Kassa
Active learning methods have established significance in the teaching-learning of science and mathematics. This study investigated the understanding, beliefs, self-efficacy, practices, and challenges of active learning among upper primary school (grades 7 and 8) science and mathematics teachers in Ethiopia. Data were collected from 155 teachers drawn from nine schools of Addis Ababa, Amhara, and the Southern Regional States using validated questionnaires and observation. Descriptive analysis was employed to make meaning of the collected data. The result showed that teachers lack to have an appropriate understanding of active learning. But they have shown fairly consistent positive belief and self-efficacy about the outcomes of active learning if they use them in their classes. Teachers believed that they implement active learning to a higher extent. The result further indicated that teachers differ in their understanding, practices, and efficacy of active learning across their gender and educational levels. High teaching load, large class size, lack of teachers' motivation, shorter instructional time, the subject they teach, absence of guidelines for active learning methods at school, and lack of appropriate knowledge and skill of active learning methods were the common challenges reported by teachers. The findings of this study imply that there is a need to enhance teachers’ understanding of active learning and to provide continuous support to them to use active learning even in challenging situations. © 2023 The Authors
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