Hunde, Adula Bekele
4 Publications in AERD
Author Publications
Export PDFEffects of GeoGebra-assisted instructional methods on students’ conceptual understanding of geometry
By Gurmu, Fikru
Learning geometry with conceptual understanding requires the implementation of appropriate methods that actively engage students and support them in becoming autonomous, critical thinkers, and self-directed learners. The purpose of the study was to investigate the effect of GeoGebra-supported learning on grade ten students’ conceptual understanding of geometry. The study adopted a non-equivalent pretest-posttest quasi-experimental research design. Three secondary schools that were purposely selected for the study, along with three classes and mathematics teachers (one from each school), were randomly assigned to treatment group 1, treatment group 2, and the control group. For a 10-week period, these groups were instructed with GeoGebra, using a collaborative approach; with GeoGebra, using a conventional approach; and with a conventional approach, respectively, and the instruction is supported by the 5E (engage, explore, explain, elaborate, and evaluate) instructional model lesson plan. All groups performed a pre-test and a post-test of their conceptual understanding of geometry. Paired sample t-tests, Scheffe’s posthoc test, and ANOVA were used to analyze the data. The study’s findings showed that GeoGebra technology supported by collaborative methods had a greatly stronger effect on students’ conceptual understanding of geometry topics than other forms of classroom instructional methods. These, then, provide information about potential approaches that secondary school teachers might use to enhance their students’ understanding of geometry topics. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Instructors' educational ICT use in higher education in developing countries: evidence from three Ethiopian Universities
By Ferede, Bekalu
Developing countries exert much effort to improve the quality of their higher education. The use of information and communication technology (ICT) may address some of the quality problems in higher education in these countries. Previous studies on this topic stressed the impact of ICT use on learning, the status of ICT integration in education, and the factors associated with ICT integration with minimal attention to how instructors in higher education in developing countries use ICT. This study employed a qualitative approach, collecting data from twenty-one by then active instructors in three public universities in Ethiopia through focus group discussion to explore the educational use of ICT. The data were transcribed verbatim and analyzed thematically using ATLAS.ti software. The results show that instructors in the selected Ethiopian universities use ICT for course facilitation, course materials preparation, professional development, assessment, and information and resource exchange purposes. However, these findings do not reveal a transformative use of ICT in education, which may imply that ICT is not used in a manner that alters existing teacher-centered approaches. This study suggests that future studies may focus on why instructors rarely use ICT in a transformative way and developing a tailor-made and efficient model that informs practice.
Determinants of instructors’ educational ICT use in Ethiopian higher education
By Hunde, Adula Bekele
ICT can address concerns about access and quality of higher education in developing countries like Ethiopia. The crucial role of ICT in education has become more evident than ever during the COVID 19 crisis. Despite its role in addressing educational quality and access issues, evidence about the educational use of ICT in developing countries is scarce. Many previous studies on determinants of educational ICT focus on higher education in developed countries, while it remains unclear whether existing models explain ICT use by instructors in developing countries. This study reports the findings of a qualitative study conducted in three public universities of Ethiopia in order to elaborate determinants of instructors’ educational use of ICT. First, it presents a conceptual framework of factors that explain instructors’ ICT use based on literature. Second, based on empirical evidence collected from instructors, it assesses their experiences and opinions in relation to the proposed framework components. In-depth data were collected through focus group discussions from twenty-one instructors. The data were analyzed thematically with ATLAS.ti software. The results confirmed that the institutional, individual and infrastructure-related determinants of the framework are perceived to be relevant in determining instructors’ ICT use. Moreover, the study revealed the necessity of extending the proposed framework through aspects of management support, course-related factors, students’ ICT competence and access to ICT infrastructure as new determinants of instructors’ educational ICT use. Implications for theory-building are discussed and follow-up research is proposed. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
A structural equation model for determinants of instructors’ educational ICT use in higher education in developing countries: Evidence from Ethiopia
By Hunde, Adula Bekele
In recent years, there has been greater interest and commitment in developing countries to transform their higher education (HE) using ICT. Evidence shows that ICT is underutilized by instructors in these countries. However, a rigorous context-specific model which explains this observation is currently lacking. In this large-scale study, the causal relationships among institutional and individual determinants of HE instructors' ICT use were examined in order to develop a parsimonious model. Survey data were collected from 946 instructors who were randomly selected from six Ethiopian public universities. The results of the structural equation modeling analysis indicated that solely instructors' ICT competence and ICT attitude have a direct impact on their ICT use. The study did not find support for the hypothesized direct impacts of ICT vision and plan, professional development, support, and infrastructure on ICT use. The findings of the current study imply that in developing countries, instructors’ ICT use may be improved by intervening in their professional development. Future researches need to focus on designing and assessing professional development interventions that empower instructors with ICT competence and attitude. © 2022 Elsevier Ltd
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