Geletu, Girma Moti
2 Publications in AERD
Author Publications
Export PDFUnlocking the Power of Togetherness: Exploring the Impact of Cooperative Learning on Peer Relationships, Academic Support, and Gains in Secondary School Biology in Gedeo Zone South Ethiopia
By Kebede, Yidnekachew Awraris
The purpose of this study was to assess the relative effectiveness of cooperative learning (CL) strategies on learners’ peer relatedness, academic support (AS), and learning gains in Biology. A quasi-experimental non-equivalent group pre-test post-test design was employed, involving a sample of 81 students. Both quantitative and qualitative data were collected, and analyses were conducted using t-tests, one-way MANOVA, bivariate correlation, and regression analysis. As anticipated, the t-test and MANOVA results revealed that participation in CL strategies had a moderate to substantial effect on the measured variables, with Partial η2 values ranging from 0.471 to 0.722. In addition, regression analysis indicated that peer relationships and AS together accounted for 43.2% of the variance in overall learning gains. Qualitative findings highlighted significant challenges to the effective implementation of CL, including students’ unfamiliarity with the method, resource constraints, and teacher resistance. The findings provide preliminary evidence that shifting classroom instruction from a content-centric approach to a learner-centered approach can enhance not only the quality of teaching but also the quality of learning and key indicators of student success. © 2024 International Council of Associations for Science Education (ICASE). All rights reserved.
The effects of primary school teachers’ professional development activities on differentiated instructional practices and possibilities of elevating students’ learning engagement
By Geletu, Girma Moti
The study examined the effects of primary school teachers’ professional development activities on differentiated instructional practices in classrooms and possibilities for elevating students’ learning engagement. A mixed method with concurrent triangulation design was used. The samples were selected by using purposive, simple random, and stratified sampling techniques. The data were collected through questionnaires, interviews, observations, and document analysis. The data were analyzed by using different descriptive (mean and standard deviation), and inferential (independent sample t-test and one-way ANOVA) statistics, and thematic narration. The findings indicated that teacher professional learning contributed to the development of professional and pedagogical competencies required in classrooms although the objectives of differentiated instructional practices were not aligned with the learning outcomes of diverse learners. The practices of students’ learning engagement were not empowered due to the lack of appropriately differentiated contents, process, products, resources, and learning environment to address the diverse learning needs of children in the classroom. Therefore, contextualisation, conceptualisation and adaptation of best differentiated pedagogical practices should be realised by giving ongoing professional development training through face-to-face interaction, online digital and E-learning for primary school teachers. © 2022 ASPE.
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