PL EN


2010 | 12 | 2 | 130-142
Article title

Washback Effects of Handouts on the Teaching and Learning Process in Higher Education Institutions in Ethiopia: Adama University in Focus

Authors
Title variants
Languages of publication
EN
Abstracts
EN
The present study investigates the washback effects of handouts on the teaching and learning process in the higher education institutions of Ethiopia, particularly in Adama University. A descriptive survey and analytical research methods were employed in the present study. The subjects of the study included instructors and some selected students of the university. A questionnaire, an interview, a document and content analysis were employed to collect data. The data were analysed using quantitative and qualitative approaches. The data collected through close-ended items of the questionnaire were analysed quantitatively using a chi-square. Whereas the data collected via some interview guides and some items of the questionnaire were analysed using percentage. Besides, the qualitative data gathered via open-ended items of the questionnaire, some items of the interview, content and document analysis were analysed qualitatively. The research results revealed that the way handouts are being prepared and used in higher education institutions of Ethiopia does not encourage active and independent learning. Some recommendations which are deemed crucial for alleviating the problem are suggested.
Publisher
Year
Volume
12
Issue
2
Pages
130-142
Physical description
Dates
published
2010-01-01
online
2011-02-21
Contributors
author
  • University of Oslo, Norway
References
  • Ashcroft, K. (2004). The massification of higher education: A comparison of the UK experience and the emerging Ethiopian response. The Ethiopian Journal of Higher Education, 1(1), 21-40.
  • Bloom, D., Canning, D., & Chan, K. (2006). Higher education and economic development in Africa. Harvard University: Human Development Sector Africa Region.
  • Cook, J., & Cook, L. (1998). How technology enhances the quality of student-centered learning. Quality Progress, 31(7), 59-63.
  • Ellington, H., & Race, P. (1993). Producing teaching materials (2nd ed.). New York: Nicholas.
  • Farrell, J. P. (1989). International lessons for school effectiveness: The view from the developing world. In M. Holmes, K. A. Leithwood, & D. F. Musella (Eds.), Educational policy for effective schools (pp. 53-70). Toronto: Ontario Institute for Studies in Education.
  • Ferguson, G. A., & Takane, Y. (1989). Statistical analysis in psychology and education (6th ed.). New York: McGraw-Hill Book Company.
  • Fuller, B. (1986). Raising school quality in developing countries: What investments boost learning. Washington D. C.: The World Bank.
  • Gay, L. R. (1980). Educational evaluation and measurement. Columbus: Charles Publishing Company.
  • Kassaye, M. (2005). Ensuring the quality of Ethiopian higher education in the face of the challenges of the 21st century. The Ethiopian Journal of Higher Education, 2(2) 103-131.
  • King, E. (1995). Educating girls and women: Investing in development. Washington, D.C: The World Bank.
  • King, E., & Hill, M. A. (1993). Women's education in developing countries: Barriers, beliefs, and policies. Washington, D.C: The World Bank.
  • Lockheed, M. E., & Verspoor, A. M. (1991). Improving primary education in developing countries. New York: Oxford University Press.
  • Marginson, S. (2008). Global, multiple and engaged: Has the ‘idea of a university’ changed in the era of the global knowledge economy? In Fifth International Workshop on Higher Education Reforms (pp. 1-24). East China: Normal University.
  • Margo, R(B). (2008). Retrospects and prospects of multicultural teacher education in the higher education institutions of Ethiopia: Adama University in focus. The Ethiopian Journal of Education, 28(2), 73-100.
  • Margo, R(B). (2006). Assessment of the contributions of Madda Walabu University to the Regional State of Oromiya. The Ethiopian Journal of Education, 3(1), 133-152.
  • Margo, R(B). (2005). Trends and challenges of implementing active learning at Adama University. Proceeding of the October National Research Seminar. Adama: Adama University Printing Press.
  • Margo, R(B). (2002). Factors attributing to the mismatch between the intended and actually used teaching methods in the first cycle primary schools of Oromia. Addis Ababa: Addis Ababa University.
  • McLaren, P. (1989). Life in schools: An introduction to critical pedagogy in the foundations of education (2nd ed.). New York: Longman.
  • Rajput, J. S. (1996). Universalisation of elementary education. New Delhi: Vikas Publishing House PVT Ltd.
  • Raudenbush, S. W., & Willms, J. D. (1991). Schools, classrooms and pupils: International studies from a multilevel perspective. New York: Academic Press.
  • Semela, T. (2006). Higher education expansion the gender question in Ethiopia: A case study of women in a public university. The Ethiopian Journal of Higher Education, 3(1), 63-86.
  • Serbessa, D. D. (2006). Tension between traditional and modern teaching-learning approaches in Ethiopian primary school. Journal of International Cooperation in Education, 9(1), 123-140.
  • Tal, T. (2005). Implementing multiple assessment modes in an interdisciplinary environmental education course. Environmental Education and Research, 11(5), 575-601.
  • Tessema, K. A. (2006). Contradictions, challenges, and chaos in Ethiopian teacher education. Journal for Critical Education Policy Studies, 4(1), 1-23.
  • Transitional Government of Ethiopia. (1994). New education and training policy. Addis Ababa: EMPDA.
  • Wallace, M. (1999). Guide on the side - why and how to avoid trashy handouts. Retrieved April 30, 1999, from
  • Wondimu, H. (2004). Gender and regional disparities in opportunities to higher education in Ethiopia: Challenges for the promotion of social justice. The Ethiopian Journal of Higher Education, 1(2), 1-16.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.doi-10_2478_v10099-009-0059-5
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.