Papers by Gemechis T . Chali
Teachers' beliefs, as one important area of English language teaching, have attracted several inv... more Teachers' beliefs, as one important area of English language teaching, have attracted several investigators in EFL and ESL contexts in the last three decades. Understanding teachers' beliefs enables researchers to explore the way in which teachers make decisions and how those decisions are reflected in teachers' classroom practice (Borg, 2006). This dissertation reports on a study to assess EFL teachers' beliefs and practices for teaching grammar and reading in secondary schools in Ethiopia. The study is also the first of its kind in Ethiopia to explore the effects of using the Learning to Read: Reading to Learn/L2R:R2L methodology. The original contribution of this research was to investigate the causes of incongruence between teachers' beliefs and practices and explore the importance of integrating grammar and reading in the classroom. Employing qualitative and quantitative approaches, the data were obtained by means of Focus Group Discussions (FGD), classroom observations, document review and questionnaires. The questionnaires and the FGD were designed to elicit EFL teachers' beliefs about teaching reading and grammar, whereas the classroom observation was used to investigate teachers' practices. Training and intervention were combined with pre-and post-classroom observations to assess the effect of introducing a new teaching methodology (L2R:R2L). In addition, a document review of lesson plans and the student textbook was used to explore the content of the teaching and learning material. In total, ten EFL teachers were engaged in the qualitative aspects, and 42 in the quantitative. The study showed that teachers held strong beliefs about teaching grammar and reading, while the observation revealed that teachers lacked the skills to implement their beliefs. Reasons included: poor methodology, lack of grammar knowledge and integration of skills and misunderstanding of a Communicative Language Teaching (CLT) approach in relation to grammar teaching. In relation to the question about EFL teachers' beliefs and practices, the study also found that EFL teachers' beliefs and practices of teaching grammar and reading, concerned with what secondary teachers know about, and their epistemological positions relating to. The implications of these findings lead to recommendations that R2L should continue to be developed and be adapted to the Ethiopian context, and that it should be implemented by EFL teachers across all the skills. Further training is needed to help teachers put their beliefs into action. The study also contributes the advice for the teachers to not downplay the grammar teaching at the expense of Communicative Language Teaching (CLT). In sum, this study adds to existing research on teacher beliefs and practices with implications for policymakers, practitioners, and future researchers. vi vii ACKNOWLEDGEMENTS First, I praise and thank God for assisting me to carry out this dissertation. Hundumtuu gargaarsa Waaqan ta'e. In order to accomplish this study, many people have contributed their knowledge, time and resources. First, my utmost gratitude and appreciation go to my 'dream' supervisor, Professor Miriam Taverniers, in Ghent University. Her inspirations and motivations have given me courage though it has been an uneasy journey to arrive here. She has guided me on every aspect of my work and way. Her timely response and unwavering behaviour beginning from proposal development to every process and her respect is much appreciated. In simple words, her work is amazing and extraordinary for me. Second, I am also very grateful for the valuable comments given by my cosupervisor, Dr. Kimberley Mouvet, from UG. I really thank her for asking me different and pertinent questions which made me think more, and for encouraging me each time when there was still some more work to do. She has motivated me to work a lot and to see things differently. Third, I also thank my second co-supervisor, Dr. Getachew Seyum from Jimma University, Ethiopia, for his constructive comments and advice. I would also like to express my appreciation to the members of my PhD committee, Prof. dr. Katrien Deroey and Prof. dr. Carola Strobl, for their insightful questions, comments and constructive feedback during meetings. Next, my sincere gratitude and honour to my wife-Seeni (Natsannat Mulugeta), my son-Uman and my daughter-Sirrikee. If they had not supported me, it would have been impossible to think of a PhD journey. I am glad to have had your patience and guidance throughout the years while I was missing you. Then, I would also thank my father-Tashoomee, my brother-Gaddisa and my sister-Hawwii. In addition, I would like to offer many thanks to my friends in JU, in the Department of Linguistics and Literature in UG in general and Tadesse Ragassa (PhD) and Adula Bekele (PhD) in particular who shared their essential experiences. I am also indebted to my colleague Girma Alemu (lecturer) from the Geography Department of JU who sketched the sampling map for the study. I extend my appreciation and thanks to Dr. Beatrijs Wille from UG, not only for reviewing some parts of my work, but for her encouraging words. I also thank Joanna Britton for editing the entire work. Gratitude goes to Hamza Hasen and Xanna Alemayehu for the video and audio recording during data collection. I am so grateful to Alexander and Gry for visiting me repeatedly during lockdown time due to the COVID-19 outbreak. viii Furthermore, my appreciation and gratitude go to all the teachers in Jimma who so willingly got involved in the research. I thank them very much for their precious time answering my questions and discussing points connected to my research. Lastly, I thank the Ghent University BOF research fund for sponsoring my entire project through Ghent University, Belgium. Last, but not the least, I dedicate this work to my loving mother, Balanash Biraanu Miijanaa, who sent me to school having no experience in formal education herself. You are my best model, Balee! I will always remain indebted to you. Nagaan naaf jiraadhu; Waaqayyo umurii siif haalaatu! ix DECLARATION "I declare that An Investigation of EFL Teachers' Beliefs on Teaching Grammar and Reading and their Practices in Secondary Schools in Ethiopia is my own work, except where due acknowledgement is made and that it has never been presented for obtaining any degree or in another context and that it constitutes the result of my personal research. This dissertation is submitted in fulfilment of the requirements to obtain the PhD degree in Linguistics, at Ghent University, Faculty of Arts and Philosophy".
International Journal of Sciences: Basic and Applied Research, May 20, 2017
The purpose of this study was to explore the practices and challenges of reflective teaching in h... more The purpose of this study was to explore the practices and challenges of reflective teaching in helping EFL teachers to become more efficient practitioners' in second cycle primary schools (5-8) of the selected Zones. To realize the study successfully, a descriptive survey design was employed in the study. From the three zones in the study area 12 schools were selected using purposive sampling. From those sample schools 84EFL teachers were selected as the key informants of the study. Questionnaire, interview, observation and focus group discussions were used to gather the required data. The frequency, percentage, mean and standard deviation were used in the analysis of quantitative data while qualitative data were described in narrative way.
Journal of Education and Practice, Sep 1, 2019
Studies have suggested that teachers' beliefs have a significant influence in language teaching (... more Studies have suggested that teachers' beliefs have a significant influence in language teaching (e.g., Williams and Burden, 1997), i.e. that teachers' beliefs will significantly influence their teaching practice. This study examines teachers' beliefs and practices in relation to the integration of grammar and reading in foreign language teaching. A qualitative research design with Focus Group Discussion (FGD) and observation data gathering tools was employed. The study revealed that teachers hold positive beliefs on teaching grammar and reading in an integrated way, but their beliefs were not reflected in the classroom. The key finding of this paper was that teachers strongly believed in the usefulness of the integration of grammar and reading, but there were difficulties to reflect it in practice. This paper suggests that an alternative technique should be developed on discrete ways of teaching to allow teachers to practise their beliefs either on the existing text or through adapting the textbook. The findings of the study may have important implications for EFL (English as a Foreign Language) teachers and practitioners.
Universiteit Gent. Faculteit Letteren en Wijsbegeerte, 2020
Teachers' beliefs, as one important area of English language teaching, have attracted several inv... more Teachers' beliefs, as one important area of English language teaching, have attracted several investigators in EFL and ESL contexts in the last three decades. Understanding teachers' beliefs enables researchers to explore the way in which teachers make decisions and how those decisions are reflected in teachers' classroom practice (Borg, 2006). This dissertation reports on a study to assess EFL teachers' beliefs and practices for teaching grammar and reading in secondary schools in Ethiopia. The study is also the first of its kind in Ethiopia to explore the effects of using the Learning to Read: Reading to Learn/L2R:R2L methodology. The original contribution of this research was to investigate the causes of incongruence between teachers' beliefs and practices and explore the importance of integrating grammar and reading in the classroom. Employing qualitative and quantitative approaches, the data were obtained by means of Focus Group Discussions (FGD), classroom observations, document review and questionnaires. The questionnaires and the FGD were designed to elicit EFL teachers' beliefs about teaching reading and grammar, whereas the classroom observation was used to investigate teachers' practices. Training and intervention were combined with pre-and post-classroom observations to assess the effect of introducing a new teaching methodology (L2R:R2L). In addition, a document review of lesson plans and the student textbook was used to explore the content of the teaching and learning material. In total, ten EFL teachers were engaged in the qualitative aspects, and 42 in the quantitative. The study showed that teachers held strong beliefs about teaching grammar and reading, while the observation revealed that teachers lacked the skills to implement their beliefs. Reasons included: poor methodology, lack of grammar knowledge and integration of skills and misunderstanding of a Communicative Language Teaching (CLT) approach in relation to grammar teaching. In relation to the question about EFL teachers' beliefs and practices, the study also found that EFL teachers' beliefs and practices of teaching grammar and reading, concerned with what secondary teachers know about, and their epistemological positions relating to. The implications of these findings lead to recommendations that R2L should continue to be developed and be adapted to the Ethiopian context, and that it should be implemented by EFL teachers across all the skills. Further training is needed to help teachers put their beliefs into action. The study also contributes the advice for the teachers to not downplay the grammar teaching at the expense of Communicative Language Teaching (CLT). In sum, this study adds to existing research on teacher beliefs and practices with implications for policymakers, practitioners, and future researchers. vi vii ACKNOWLEDGEMENTS First, I praise and thank God for assisting me to carry out this dissertation. Hundumtuu gargaarsa Waaqan ta'e. In order to accomplish this study, many people have contributed their knowledge, time and resources. First, my utmost gratitude and appreciation go to my 'dream' supervisor, Professor Miriam Taverniers, in Ghent University. Her inspirations and motivations have given me courage though it has been an uneasy journey to arrive here. She has guided me on every aspect of my work and way. Her timely response and unwavering behaviour beginning from proposal development to every process and her respect is much appreciated. In simple words, her work is amazing and extraordinary for me. Second, I am also very grateful for the valuable comments given by my cosupervisor, Dr. Kimberley Mouvet, from UG. I really thank her for asking me different and pertinent questions which made me think more, and for encouraging me each time when there was still some more work to do. She has motivated me to work a lot and to see things differently. Third, I also thank my second co-supervisor, Dr. Getachew Seyum from Jimma University, Ethiopia, for his constructive comments and advice. I would also like to express my appreciation to the members of my PhD committee, Prof. dr. Katrien Deroey and Prof. dr. Carola Strobl, for their insightful questions, comments and constructive feedback during meetings. Next, my sincere gratitude and honour to my wife-Seeni (Natsannat Mulugeta), my son-Uman and my daughter-Sirrikee. If they had not supported me, it would have been impossible to think of a PhD journey. I am glad to have had your patience and guidance throughout the years while I was missing you. Then, I would also thank my father-Tashoomee, my brother-Gaddisa and my sister-Hawwii. In addition, I would like to offer many thanks to my friends in JU, in the Department of Linguistics and Literature in UG in general and Tadesse Ragassa (PhD) and Adula Bekele (PhD) in particular who shared their essential experiences. I am also indebted to my colleague Girma Alemu (lecturer) from the Geography Department of JU who sketched the sampling map for the study. I extend my appreciation and thanks to Dr. Beatrijs Wille from UG, not only for reviewing some parts of my work, but for her encouraging words. I also thank Joanna Britton for editing the entire work. Gratitude goes to Hamza Hasen and Xanna Alemayehu for the video and audio recording during data collection. I am so grateful to Alexander and Gry for visiting me repeatedly during lockdown time due to the COVID-19 outbreak. viii Furthermore, my appreciation and gratitude go to all the teachers in Jimma who so willingly got involved in the research. I thank them very much for their precious time answering my questions and discussing points connected to my research. Lastly, I thank the Ghent University BOF research fund for sponsoring my entire project through Ghent University, Belgium. Last, but not the least, I dedicate this work to my loving mother, Balanash Biraanu Miijanaa, who sent me to school having no experience in formal education herself. You are my best model, Balee! I will always remain indebted to you. Nagaan naaf jiraadhu; Waaqayyo umurii siif haalaatu! ix DECLARATION "I declare that An Investigation of EFL Teachers' Beliefs on Teaching Grammar and Reading and their Practices in Secondary Schools in Ethiopia is my own work, except where due acknowledgement is made and that it has never been presented for obtaining any degree or in another context and that it constitutes the result of my personal research. This dissertation is submitted in fulfilment of the requirements to obtain the PhD degree in Linguistics, at Ghent University, Faculty of Arts and Philosophy".
Afrika Focus, 2021
This article briefly introduces the phases of education in Ethiopia in the last 150 years and the... more This article briefly introduces the phases of education in Ethiopia in the last 150 years and the impact of traditional institutions on languages. The intention of this report is to present the background section of a PhD (Gemechis, 2020) defended at Ghent University in September 2020. It is believed that the period of modern education in Ethiopia is shorter when compared with that of traditional education, which lasted for more than a century. Modern or “Western” education was launched in 1908, and Western educational ideas have flourished since the early twentieth century; but the traditional approach characterised Ethiopian education throughout the history of this ancient nation (Hoot, Szente and Mebratu, 2004). This article aims to review the past 150 years of education in Ethiopia in connection with historical trends and the influence of traditional institutions on education in general and languages in particular. Respondents discuss the fact that that, unlike the Orthodox and ...
Journal of Education and Practice, 2019
Teachers' beliefs in any field are thought to have a profound influence on their practical decisi... more Teachers' beliefs in any field are thought to have a profound influence on their practical decision making. This study examines teachers' beliefs and awareness of integrating grammar and reading in the language teaching. Ten EFL teachers were observed for 1260 minutes and similar participants engaged on an FGD to express their beliefs. The study also employed the third data gathering tools, the document review. The result of this study reveals that teachers hold a positive beliefs about grammar and teaching about the reading in one way. Their awareness and techniques of making a link between grammar and reading is too low in the other way. However, this came to show change and steadily growing after the intervention and training on integration of the skills. It is evident that the lack of awareness to integrate the grammar and reading and poor techniques highly affect teachers' beliefs of grammar and teaching about the reading. The major finding reveals that improving teachers' awareness to integrate grammar with reading at sentence, or paragraph or essay/text levels can enhance the teachers' productivity. Based on the finding this paper suggests that attempts should be made to teach integratively either by using the existing text or by adapting the materials. Furthermore, teachers would be encouraged to foster the techniques to integrate grammar with reading. The curriculum designers should play their role since most of the existing reading texts failed to inspire the teachers to integrate the reading and grammar in the language class. Findings of the study may have important implications for EFL teachers and practitioners.
Afrika Focus, 2020
Studies have suggested that teachers' beliefs have a significant influence in language teaching (... more Studies have suggested that teachers' beliefs have a significant influence in language teaching (e.g., Williams and Burden, 1997), i.e. that teachers' beliefs will significantly influence their teaching practice. This study examines teachers' beliefs and practices in relation to the integration of grammar and reading in foreign language teaching. A qualitative research design with Focus Group Discussion (FGD) and observation data gathering tools was employed. The study revealed that teachers hold positive beliefs on teaching grammar and reading in an integrated way, but their beliefs were not reflected in the classroom. The key finding of this paper was that teachers strongly believed in the usefulness of the integration of grammar and reading, but there were difficulties to reflect it in practice. This paper suggests that an alternative technique should be developed on discrete ways of teaching to allow teachers to practise their beliefs either on the existing text or through adapting the textbook. The findings of the study may have important implications for EFL (English as a Foreign Language) teachers and practitioners.
AWA Journal of Language and Communication (NJLM), 2016
Table of Contents 1. An analysis of Shakespeare's use of rhetoric in the king's speeches in King ... more Table of Contents 1. An analysis of Shakespeare's use of rhetoric in the king's speeches in King Henry IV Part II and Henry V] B. L. Kamwi………………………………………………………………………………………………………………………5 2. Improving sociolinguistic competence (SP) through feminist stylistics (FT) H.Z. Woldemariam……………………………………………………………………………………………………………17 3. The beliefs and practices of students regarding the use of peer assessment in TEFL writing development: the cases of Seto Semero and Jiren High Schools at Jimma town H. Ayana, G. Seyoumand T.Erege……………………………………………………………………………………40 4. Causes of the underachievement of grade 12 learners of English: a case study of a rural school in Oshikoto Region, Namibia N.Kamati and H.Z. Woldemariam ……………………………………………………………………………………56 5. Rape is war: the language of combat in Shakespeare's The Rape of Lucrece D. Koketso…………………………………………………………………………………………………………………….…74 6. Predictors of intention to speak English fluently in a medical context in the eyes of the theory of planned behavior: the case of undergraduate health students of selected Ethiopian universities T. Gebeyehu and T.Mereba………………………………………………………………………………………….…82 7. Investigating factors that affect the practice of innovative methods in Oromia teachers' education colleges: the implication to quality of language teaching G. Legese and G. Mereba…………………………………………………………………………………………….…100 8. The use of morphology by the students in two higher learning institutions in Namibia T.Frans……………………………………………………………………………………………………………………………117 9. African Writing, Aesthetics And Cultural Apocalypse J. L.Oyegoke…………………………………………………………………………………………………………………….130 10. EFL Teachers' perception and practices on the implementation of integrated oral communicative skills: three colleges of teachers' education in Oromia Regional State in focus D. Kebede, G. Teshome and H. Hassen…………………………………………………………………………139 11. Exploration of factors impeding teacher education college students' speaking skills: the case of Jimma teachers college, Ethiopia D. Tiruneh…………………………………………………………………………………………………………………………151 12. Intra-syllabic and Inter-syllabic NC Clusters in Čilubà S. T. LUKUSA…………………………………………………………………………………………………………………….171
This article briefly introduces the phases of education in Ethiopia in the last 150 years and the... more This article briefly introduces the phases of education in Ethiopia in the last 150 years and the impact of traditional institutions on languages. The intention of this report is to present the background section of a PhD (Gemechis, 2020) defended at Ghent University in September 2020. It is believed that the period of modern education in Ethiopia is shorter when compared with that of traditional education, which lasted for more than a century. Modern or "Western" education was launched in 1908, and Western educational ideas have flourished since the early twentieth century; but the traditional approach characterised Ethiopian education throughout the history of this ancient nation (Hoot, Szente and Mebratu, 2004). This article aims to review the past 150 years of education in Ethiopia in connection with historical trends and the influence of traditional institutions on education in general and languages in particular. Respondents discuss the fact that that, unlike the Orthodox and Missionary churches in Ethiopia, some of the traditional institutions such as the Waaqqeffannaa
Studies have suggested that teachers' beliefs have a significant influence in language teaching (... more Studies have suggested that teachers' beliefs have a significant influence in language teaching (e.g., Williams and Burden, 1997), i.e. that teachers' beliefs will significantly influence their teaching practice. This study examines teachers' beliefs and practices in relation to the integration of grammar and reading in foreign language teaching. A qualitative research design with Focus Group Discussion (FGD) and observation data gathering tools was employed. The study revealed that teachers hold positive beliefs on teaching grammar and reading in an integrated way, but their beliefs were not reflected in the classroom. The key finding of this paper was that teachers strongly believed in the usefulness of the integration of grammar and reading, but there were difficulties to reflect it in practice. This paper suggests that an alternative technique should be developed on discrete ways of teaching to allow teachers to practise their beliefs either on the existing text or through adapting the textbook. The findings of the study may have important implications for EFL (English as a Foreign Language) teachers and practitioners.
The research was aimed at investigating the 2nd cycle primary school English teacher
International Journal of Sciences Basic and Applied Research, Mar 25, 2014
The goal of this study is to investigate to what extent parents and an EFL teachers work collabor... more The goal of this study is to investigate to what extent parents and an EFL teachers work collaboratively to boost children's motivation to reading skills. To achieve this aim, the First Cycle of Primary Schools (1-4) of Jimma zone, two woredas (Kersa and Mana) and one special town (Jimma) were taken as an example. Clear and measurable attempts were made to investigate the extent to which parents work with EFL teachers to increase their children's motivation to the direction of reading skills. In order to achieve the targeted objective mixquestionnaire and semi-structured interview for teachers, an FGD with parents, and classroom observation were made on the current views of parents involvement to maximize students' motivation of reading and teachers' role as well. Results of the study show that the parents and EFL teachers hardly work cooperatively to enhance students' motivation towards reading skill. They do not have an effective communication way in which they exchange constructive information about the students' reading motivation. There are clearly seen mismatches between the intended curriculum that vehemently sets parents and teachers should work together so as to make students are motivated toward reading skill of English.
International Journal of Sciences Basic and Applied Research, Aug 3, 2014
The research was aimed at investigating the 2 nd cycle primary school English teachers’ use of re... more The research was aimed at investigating the 2 nd cycle primary school English teachers’ use of reading strategies to develop their students reading skills. It focused on Jimma and Ilu Abba Bora Zones of Oromiya national regional state. The research embraced 90 English Language teacher informants who were selected from the second cycle primary schools of Jimma and Ilu Abba Bora Zones. The research employed purposive sampling to select the districts (locally called woredas) and to select the schools on the basis of their accessibility. Availability sampling was used to select the teachers who participated in the study. In order to collect data for the research, questionnaires, interviews, classroom observations and document analysis were employed. The findings of the research revealed that the 2 nd cycle primary school EFL teachers were unaware of the importance of using reading strategies in developing students’ reading skills and the roles of reading strategies in developing reading competence. Besides, the teachers were not making efforts to raise their students’ awareness about reading strategies and the uses of the strategies during the reading lesson. The findings from textbook analysis indicated that the English language teaching materials (textbooks) which are in use did not incorporate lessons or sections related to the explicit instruction of reading strategies. The research concludes that the EFL teachers lack awareness about reading strategies, the use of reading strategies and the advantages of the explicit instruction of the strategies.
The controversies over the impact and role of distance education continue all over the world. On ... more The controversies over the impact and role of distance education continue all over the world. On one hand, we hear that the scholars criticize the expansion of DE compromises the quality of education in the higher institution, however, others would appreciate the growth of DE at an explosive rate because of different reasons. One of their argument to support the expansion is that DE has played a significant role in reaching the marginalized societies from education. Thus, the proponents of the DE existence preach that females highly benefited from the Distance Education Institution. This research was aimed to investigate the challenges and practices of Female Language Students from DE. Both quantitative and qualitative research methodology was used, and three data gathering tools (questionnaire, FGD and document analysis) were selected to address the objective. In addition, relevant review of literature was reviewed to keep the quality of the data. The participants of the questionna...
Afrika Focus, 2020
Studies have suggested that teachers’ beliefs have a significant influence in language teaching (... more Studies have suggested that teachers’ beliefs have a significant influence in language teaching (e.g., Williams and Burden, 1997), i.e. that teachers’ beliefs will significantly influence their teaching practice. This study examines teachers’ beliefs and practices in relation to the integration of grammar and reading in foreign language teaching. A qualitative research design with Focus Group Discussion (FGD) and observation data gathering tools was employed. The study revealed that teachers hold positive beliefs on teaching grammar and reading in an integrated way, but their beliefs were not reflected in the classroom. The key finding of this paper was that teachers strongly believed in the usefulness of the integration of grammar and reading, but there were difficulties to reflect it in practice. This paper suggests that an alternative technique should be developed on discrete ways of teaching to allow teachers to practise their beliefs either on the existing text or through adapt...
The purpose of the study was to assess the perception and practices of instructors and engineerin... more The purpose of the study was to assess the perception and practices of instructors and engineering students towards teaching and learning the course scientific technical report writing and research methodology. The study particularly, investigate motivational methods do instructors use to mobilize engineering students’ towards learning the course scientific technical report writing skill, examine how engineering students perceive importance of the course, assess the extent to which engineering students were eager to make active engagement inside and outside the classroom, and identify the influencing factors that demotivate instructors and engineering students towards teaching and learning the course. To accomplish this purpose, the study employed a descriptive survey method, which is supplemented by quantitative and qualitative research method to enrich data. The study was carried out in three public universities in the country purposively. Questionnaire and interview was the main instrument utilized during data collection. Descriptive statistics like frequency, percentage, mean and standard deviation for quantitative part and narration for qualitative part were employed to analyze data. The findings of the study revealed that learning the course scientific technical report writing skills would enable the students to be competent in the skills like: writing CVs, office memos, minutes of formal meetings, technical report, executive summary, multidisciplinary projects, job application letters, and writing research proposal. Moreover, the findings of the study indicated that less attention given to the course by some respective departments and students, large class size, inconsistency of time or period allocation to the course and lack of reference materials on the course are some negative influencing factors or challenges instructors faced while teaching scientific technical report writing skills. Finally recommendations were drawn based on the above findings. Hence, engineering students need to be competent enough in scientific technical report writing skills like writing CVs, office memos, minutes of formal meetings, executive summary, projects, and job application letters. Likewise, department heads and faculty deans should give attention to the course scientific technical report writing skills to better benefit engineering students from the course.
SN Business & Economics, 2021
This study was aimed to investigate the determinants of income inequality among Urban households ... more This study was aimed to investigate the determinants of income inequality among Urban households of Nekemte Town of Ethiopia by decomposing it across subgroups of the population. Accordingly, 275 households have been drawn using a stratified sampling method, while kebele (smallest administrative unit) has been taken as a stratum. Household expenditure per adult equivalent was used as a proxy for income inequality. Inequality situation and decomposition analysis by population subgroups were performed using Distributive Analysis Stata Package (DASP) to within and between subgroups components inequality relative contribution. Furthermore, Ordinary Least Square (OLS) and Quintile Regression (QR) Models were applied for econometric analysis. High inequality relative contribution was due to the 'between subgroups inequality relative contribution' of housing condition subgroups, education levels, age, family size and occupational types of subgroups, respectively. Likewise, high inequality relative contribution was due to 'the within subgroups inequality relative contribution' of marital status, gender and remittance of subgroups, respectively. On the other hand, the QRM result confirmed that age, gender, education level, marital status, family size, dependency, occupation, housing condition and remittances were the major determinants of income inequality in the study area. The implication is that government and development actors need to intervene through family planning, empowerment of women in productive activities, providing better quality and access to higher education, ensuring better access to housing infrastructure and transforming self-employment to address the causes of income inequality in the study area.
In this study, the researcher has revealed how teaching reading skill is going on in some selecte... more In this study, the researcher has revealed how teaching reading skill is going on in some selected second cycle of primary school (5-8) of Oromiya region, Ethiopia. Forty English language teachers who teach second cycle of primary school in the two zones of Ormiya participated in the study. To assess teachers’ and students’ views about teaching reading, an in depth interview and classroom observation were conducted on the selected subject of the study. The study investigated if the teachers employed an effective reading techniques and how the students were accessible to reading materials. It was found out that the most important problems identified in teaching reading is that the less applicability of appropriate reading techniques by teachers and students’ lack of relevant reading materials as well. Qualitative research design was employed to analyse the data collected through thick word explanation. The outcome of the study revealed that reading is not given adequate attention in ...
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Papers by Gemechis T . Chali