The study analyzed the current English language teaching/learning materials in line with the academic and professional needs and interests of diploma theology students. The study was a descriptive survey that made use of a mixed-method approach. Thus, the researcher employed convergent parallel mixed method design. The data were collected using a questionnaire, interview, and content analysis. The participants of the study were second and third-year diploma theology students, former theology students, and English as a Foriegn Language instructors. All the students(112) were chosen using comprehensive sampling technique, and five former theology students who were working as priests and evangelists were chosen using the snowball technique to fill out the questionnaire. EFL teachers were also chosen for the interview. Additionally, the skills of three units of the current English language teaching materials were evaluated using the checklist. The reliability of the questionnaire were checked using Cronbach Alpha, and the quantitative data were analyised using SPSS version 22. The study revealed that both students and EFL teachers perceived the teaching materials as they less assist the students in their academic and professional contexts. Finally, the researcher recommended that preparing teaching materials that fit the needs and interests of the students.
The main objective of this study was to examine the Educational Satellite Television (EDSTV) vocabulary teaching as compared to the NONEDSTV one. In order to conduct the study, two sample high schools (Jiren and Setto Secondary Schools that are found in Jimma town) were selected which fit the purpose of the research. Thus, two groups were involved -a Study Group (that employs the EDSTV programme) and a Comparison Group (that attends the NONEDSTV programme).The main instruments used to collect data for the study were classroom observation, questionnaire and a vocabulary retention test. After completing the observation, a total of 245 students from both groups were randomly selected and they were given a vocabulary test. The test, which comprises 50 items, was a vocabulary retention test and all the target words were taken from Units 2 and 3 (English for Ethiopia, student text for grade ten). The test aimed at investigating whether or not the introduction of the EDSTV instruction brought about a significant difference in the vocabulary retention of the students more than did the non-televised programme.The responses of the teachers and the results of the observation were analyzed side by side simultaneously in tables using figures and percentages. Besides, the mean and standard deviation of the test scores were computed and analyzed. In addition to this, an independent samples test was administered to see if there was a significant difference between the two groups.The outcomes of the analysis revealed that the vocabulary teaching techniques the EDSTV programme employed were by far more effective as compared to those employed by the NONEDSTV one. Especially, the visual aid supplement, the fluency in giving brief definitions of the target words and the revision procedures were effective. Nevertheless, the way vocabulary items are designed, practiced and recycled was unsatisfactory in both programmes.
Background Improved water sources are not equally available in all geographical regions. Populations dependent on unsafe water sources are recommended to treat their water at point-of-use using adequate methods to reduce associated health problems. In Ethiopia, the spatial distribution of households using unimproved water sources have been incomplete or ignored in most of the studies. Moreover, evidence on the point-of-use water treatment practice of households dependent on such water sources is scarce. Therefore, the current study is intended to analyse the spatial distribution of unimproved water sources by wealth quintiles at country level and point-of-use treatment practices using nationally representative data. Method: The data of 2016 Ethiopian Demographic and health survey (EDHS) conducted on 16650 households from 643 clusters were used for the analysis. For spatial analysis, the raw and spatially smoothed coverage data was joined to the geographic coordinates based on DHS cluster identification code. Global spatial autocorrelation was performed to analyse whether the pattern of unimproved water coverage is clustered, dispersed, or random across the study areas. Once a positive global autocorrelation was confirmed, a local spatial autocorrelation analysis was applied to detect local clusters. The point-of-use water treatment is analysed based on reported use of either boiling, bleach, filtration or SODIS. Result There were 5005 households using unimproved water sources for drinking purpose. Spatial variation of unimproved water coverage was observed with high coverage observed at Amhara, Afar, Southern Nations Nationalities and People and Somalia regions. Disparity in unimproved water coverage between wealth quintiles was also observed. The reported point-of-use water treatment practices among these households is only 6.24%. The odds of point-of-use water treatment among household heads with higher education status is 2.5 times high (95%CI = 1.43–4.36) compared to those who did not attend education. Conclusion An apparent clustering trend with high unimproved water coverage was observed between regions and among wealth quintiles hence indicates priority areas for future resource allocation and the need for regional and national policies to address the issue. Promoting households to treat water prior to drinking is essential to reduce health problems.
The study aims to analyze the current English language teaching/learning materials in line with the academic and professional needs and interests of diploma theology students in some selected seminaries and theological colleges of Oromia. The study is a descriptive survey that makes use of a mixed-method approach. The data were collected using a questionnaire, interview, and content analysis. The participants of the study were second and third-year diploma theology students, former theology students, theology instructors, and EFL teachers in the seminaries and colleges. All the students were chosen using comprehensive sampling technique, and ten former theology students who were working as priests and evangelists using the snowball technique to fill out the questionnaire. EFL teachers and theology instructors were chosen for the interview. Additionally, the contents of three units of the current English language teaching materials’ were evaluated using the checklist. The study revealed that both students and EFL teachers perceived the teaching materials less assisting the students in their academic and professional contexts. Regarding problems that theology students had in using the English language were the background of the students, the inappropriateness of the teaching materials, the environment in which they grew up, and the ways they were selected for attending the program, which was not academic based but spirituality based. Based on the results of the contents analysis, the contents of the teaching materials hardly meet the needs and interests of diploma theology students. Finally, the researcher developed a sample unit (teaching/learning material) that can be used as a model.
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