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Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
Analysis of supply side factors influencing employability of new graduates: A tracer study of Bahir Dar University graduates
Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
by Williams Osei
This paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathematics teachers using an achievement test instrument. The study projected School Algebra Knowledge as the prevailing knowledge domain and revealed that the two categories of Junior High School mathematics teachers possess knowledge that falls below average for five (5) out of the seven (7) algebra knowledge domains and also for the overall Knowledge of Algebra for Teaching. However, In-field mathematics teachers showed higher knowledge as compared to Out-of-field mathematics teachers in six (6) out of the seven (7) algebra knowledge domains as well as the overall Knowledge of Algebra for Teaching. Also, the research revealed that mathematics teachers with 5 or more years of teaching experience have higher Knowledge of Algebra for Teaching as compared to those with below 5 years of teaching experience. The study finally identified eight major algebra difficulties among Junior High School mathematics teachers. The findings of the study have implications for teacher preparation, policy and practice. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Analysis of supply side factors influencing employability of new graduates: A tracer study of Bahir Dar University graduates
by Haile Mekonnen Fenta
The purpose of this study was to determine the job placement profiles of the graduates of Bahir Dar University and the relevance of school-related factors to job placement. The study was conducted at Bahir Dar University with participants who were first-degree graduates from the 2015 and 2016 cohorts. Stratified multistage random sampling was used to select respondents. Out of 4208 graduates, 867 graduates were selected to participate in the study. To determine the potential factors for graduate employability in the labour market, both descriptive and inferential statistics were applied. Results revealed that 79% percent of surveyed graduates were gainfully employed, with the majority (93%) having their first job related to their completed course. The time taken to find employment was from 1 to 6 months and the overall average duration of unemployment was 5.08 months. Sixty five percent of graduates reported that they used a public advertisement to find their first job and 58% reported that their employers used examinations to select potential candidates. A 12% variation in employability was explained by CGPA, preferred field of study, the number of companies contacted and time management skills of graduates. Moreover, graduates’ transitional employability has a positive association with cumulative GPA, preferred field of study, and internship practice. It is recommended that sustainable employment of graduates can be secured if the University improves its current curriculum to incorporate more employability skills demanded by the labour market. © 2019 Deakin University. All rights reserved.
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