Demissie, Endale Berhanu

2 Publications in AERD

Author Publications

Students’ readiness to participate in science project competitions: Views from secondary schools in southern Ethiopia

By Lachebo, Giorgis Chinasho

Students' involvement in science competitions is a valuable educational activity that helps to increase students' attitudes toward science in general. The study focused on students' readiness to engage in secondary school science competitions within southern Ethiopia. A concurrent nested mixed-method research design was employed, with data obtained from a sample of 385 grade 12 natural science students. Results indicate that most students had yet to take part in science competitions. The study found that gender, teachers' commitment, and extra support significantly influence students' participation in science competitions. The main issues with students’ engagement in science competitions were poor research skills, a lack of technical know-how, and poor English language proficiency. In conclusion, increased participation in science competitions requires support from school administrators, teachers, parents, and the community during the project preparation process. Besides, projects that win in a science competition are made possible by well-equipped laboratories, access to the internet, well-trained personnel, timely communication, and an adequate supply of materials needed in the preparation process. © 2024

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Teachers' digital competencies and technology integration in education: Insights from secondary schools in Wolaita Zone, Ethiopia

By Demissie, Endale Berhanu

Teachers' digital competencies have gained prominence in enhancing quality education in the 21st Century. This study focused on technology integration in classroom activities, where data were collected from teachers, principals, and pedagogical center coordinators from secondary schools. Findings indicated a high rating for content, pedagogical, and pedagogical-content knowledge domains. Besides, all six knowledge domains, including technology, content, pedagogy, and their interactions, had a positive and significant relationship with the Technology-Pedagogical-Content Knowledge (TPACK) application. Results revealed that teachers' in-service training, attitude towards technology, technological and content knowledge, technology-pedagogical knowledge, and technological-content domains best predict TPACK application. Barriers to technology integration can be addressed through teachers' in-service professional development opportunities to enhance their confidence and competencies with technology. Besides, access to technological tools, administrative support, and expert mentoring and coaching on technology integration could increase digital technology uptake in the classroom, improving students' performance in this region. © 2022 The Authors

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