Research Article
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Status of Learning Facilities for Primary School Physics Curriculum Implementation in Eastern Ethiopia

Year 2021, , 218 - 225, 01.07.2021
https://doi.org/10.24331/ijere.894943

Abstract

The aim of this study is to examine the status of learning facilities for primary school physics curriculum implementation in Harari Region, Eastern Ethiopia. A survey design and a mixed approach were used to deliberate the study. Stratified and purposive sampling techniques were employed to select respondents (317 students, 12 cluster supervisors, 34 physics teachers and 34 principals). Quantitative and Qualitative data were obtained through questionnaire, interview guide, and observation checklist and document analysis. Descriptive statistics and independent sample t-test were used as a means for data analysis. The findings revealed that the status of learning facilities for physics curriculum implementation was inadequate in the region. There exists no significant difference between urban and rural schools on the availability of learning facilities (availability of learning facilities for urban and rural schools are corresponding). It was concluded that due attention was given to both urban and rural schools. However, the inadequacy in availability of learning facilities results in ineffective implementation of physics curriculum in the region. Therefore, collaborative efforts need to put in place among government, NGOs and the community to improve status of learning facilities for physics curriculum implementation in all schools.

Supporting Institution

Haramaya University and Harari Region Education Bureau

Project Number

No

Thanks

Harari Region Education Bureau Haramaya University, College of Education and Behavioral Sciences

References

  • Akomaye, U., & Paulina, A. (2017). The impact of educational facilities on students’ teaching/learning process in Abeokuta, Ogun state, Nigeria: Need for counselling approaches. European Journal of Education Studies, 3(9), 611-626.
  • Bandele, S., & Faremi, Y. (2012). An investigation into the challenges facing the implementation of technical college curriculum in South West, Nigeria. Journal of Education and Practice, 3(12), 8–13.
  • Bekalo, S., A. & Welford, A., G. (2000). Practical Activity in Ethiopian Secondary Physical Sciences: Implications for Policy and Practice of the Match between the Intended and Implemented Curriculum. The Ethiopian Journal of Education, 20(2), 91–133.
  • Bekele, T. (2014). An assessment of challenges and prospects of science and mathematics education in government secondary schools of Harari regional state [Unpublished MA Thesis]. Haramaya University.
  • Best, J., W. & Khan, J., V. (2005). Research in Education. New Delhi: Pearson.
  • Birara, G. (2000). “Instructional Media in Teacher Training and in secondary schools in Ethiopia” In D. Bridges & Marew Zewde (Eds.), Secondary Teacher Education in Ethiopia. Addis Ababa: Addis Ababa University printing press.
  • Bosch, J. (2003). Identifying relevant variables for understanding how school facilities affect educational outcomes [Unpublished Doctoral Dissertation]. Georgia Institute of Technology.
  • Dahar, M.A., Dahar, R.A., & Dahar, R.T. (2009). Mis-allocation of student teacher ratio, class size and per student expenditure leads to the wastage of school resource inputs and lower academic achievement: an issue of resource management. MPRA Paper No. 27835, University Library of Munich, Germany.
  • Dayo, M., Olushina, O., & Isaac, A. (2013). Empirical nexus between teaching/learning resources and academic performance in mathematics among pre-university students in Ile-Ife, South-West Nigeria, International Journal of Scientific and Research Publications, 3(3), ISSN 2250-3153.
  • Donnelly, J. F., & Jenkins, E. W. (2001). Science education: Policy, professionalism and change. London: Paul Chapman Publishing Ltd.
  • Duran-Narucki, V. (2008). School building condition, school attendance, and academic achievement in New York City public schools: A mediation model. Journal of Environmental Psychology, 28(3), 278-286.
  • Earthman, G. I. (2002). School facility conditions and student academic achievement. UCLA: 's Institute for Democracy, Education, and Access. Retrieved from https://escholarship.org/uc/item/5sw56439.
  • Ethiopian Ministry of Education (2002). The Education and training policy and its implementation. MOE: Addis Ababa.
  • Gay, L. R., & Airasian, P. W. (2003). Educational Research: Competencies for Analysis and Application (6th Edition). New Jersey: Prentice Hall.
  • Kimberly, B., Judi, S., & Ellen, C. (2009). Mathematics and Science in Preschool: Policy and Practice. National Institute for Early Education Research. Rutgers The State University of New Jersey.
  • McKoy, D., Vincent, J.M., & Makarewicz, C. (2008). Integrating Infrastructure Planning: The Role of Schools. Access Magazine Journal, 1(33), 18-26. MOE. (2010). Education Sector Development Program IV. Ministry of Education, AddisAbaba, Ethiopia.
  • Moochi, O. (2012). Availability, acquisition and Utilisation of instructional resources for teaching Geography in selected secondary schools in Central Kisii District [Unpublished Master’s Thesis]. Kenyatta University.
  • Murungi, C.G., Wambua, M.M., & Mutwiri, C. (2018). Physical facilities and strategies used by teachers to improve pupils’ performance in social studies in Makueni County, Kenya. International Journal of Pregnancy & Child Birth, 4(6), 241-245.
  • Negassa, O. (2014). Ethiopian students' achievement challenges in science education: implications to policy formulation. African Journal of Chemical Education, 4(1), 2-18.
  • Oladejo, M.A, Olosunde, G.R, Ojebisi, A.O., & Isola, O.M. (2011). Instructional materials and students’ academic achievement in physics: some policy implications. European Journal of Humanities and Social Sciences, 2(1), 2220-9425.
  • Sarantakos, S. (2005). Social Research. New York: Palgrave Macmillan.
  • Solomon, G., G. & Kedir, O., T. (2015). Problems in the Teaching and Learning of Physics at the Secondary and Preparatory Schools, the Cases Wolaita and Dwuro Zones. Global Journal of Human-Social Science: G Linguistics & Education, 15(7), 1-6.
  • TesfamariamG, Lykknes A, Kvittingen L (2014). Small-scale Chemistry for a Hands-on Approach to Chemistry Practical Work in Secondary Schools: Experiences from Ethiopia. African Journal of Chemical Education, 4(3), 48-94, Special Issue (Part II).
  • Tshabalala, T., & Ncube, C. (2014). Teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational education and training policy in Nkayi district. International Research Journal of Teacher Education, 1(2), 10–15.
  • Umunadi, K. (2012). Resource management and planning in vocational and technical education for national development: An assessment. African Journal of Educational Technology, 2(1), 48–59.
  • UNESCO (2008). Challenges of Implementing Free Day Secondary Education in Kenya: Experiences from Districts. Nairobi.
  • Yadar, K. (2001). Teaching of Life Science. New Delhi: Anmol publication Ltd, India.
  • Yara, P., O. and Otieno, K., O. (2010). Teaching/ Learning Resources and Academic Performance in Mathematics in Secondary Schools in Bondo District of Kenya. Canadian Center of Science and Education. Asian Social Science, 6(12), 126-132.
  • Zhaoyao, M. (2002). Physics Education for the 21st Century: Avoiding a Crisis. Physics Education, 37(1), 18-24.
Year 2021, , 218 - 225, 01.07.2021
https://doi.org/10.24331/ijere.894943

Abstract

Project Number

No

References

  • Akomaye, U., & Paulina, A. (2017). The impact of educational facilities on students’ teaching/learning process in Abeokuta, Ogun state, Nigeria: Need for counselling approaches. European Journal of Education Studies, 3(9), 611-626.
  • Bandele, S., & Faremi, Y. (2012). An investigation into the challenges facing the implementation of technical college curriculum in South West, Nigeria. Journal of Education and Practice, 3(12), 8–13.
  • Bekalo, S., A. & Welford, A., G. (2000). Practical Activity in Ethiopian Secondary Physical Sciences: Implications for Policy and Practice of the Match between the Intended and Implemented Curriculum. The Ethiopian Journal of Education, 20(2), 91–133.
  • Bekele, T. (2014). An assessment of challenges and prospects of science and mathematics education in government secondary schools of Harari regional state [Unpublished MA Thesis]. Haramaya University.
  • Best, J., W. & Khan, J., V. (2005). Research in Education. New Delhi: Pearson.
  • Birara, G. (2000). “Instructional Media in Teacher Training and in secondary schools in Ethiopia” In D. Bridges & Marew Zewde (Eds.), Secondary Teacher Education in Ethiopia. Addis Ababa: Addis Ababa University printing press.
  • Bosch, J. (2003). Identifying relevant variables for understanding how school facilities affect educational outcomes [Unpublished Doctoral Dissertation]. Georgia Institute of Technology.
  • Dahar, M.A., Dahar, R.A., & Dahar, R.T. (2009). Mis-allocation of student teacher ratio, class size and per student expenditure leads to the wastage of school resource inputs and lower academic achievement: an issue of resource management. MPRA Paper No. 27835, University Library of Munich, Germany.
  • Dayo, M., Olushina, O., & Isaac, A. (2013). Empirical nexus between teaching/learning resources and academic performance in mathematics among pre-university students in Ile-Ife, South-West Nigeria, International Journal of Scientific and Research Publications, 3(3), ISSN 2250-3153.
  • Donnelly, J. F., & Jenkins, E. W. (2001). Science education: Policy, professionalism and change. London: Paul Chapman Publishing Ltd.
  • Duran-Narucki, V. (2008). School building condition, school attendance, and academic achievement in New York City public schools: A mediation model. Journal of Environmental Psychology, 28(3), 278-286.
  • Earthman, G. I. (2002). School facility conditions and student academic achievement. UCLA: 's Institute for Democracy, Education, and Access. Retrieved from https://escholarship.org/uc/item/5sw56439.
  • Ethiopian Ministry of Education (2002). The Education and training policy and its implementation. MOE: Addis Ababa.
  • Gay, L. R., & Airasian, P. W. (2003). Educational Research: Competencies for Analysis and Application (6th Edition). New Jersey: Prentice Hall.
  • Kimberly, B., Judi, S., & Ellen, C. (2009). Mathematics and Science in Preschool: Policy and Practice. National Institute for Early Education Research. Rutgers The State University of New Jersey.
  • McKoy, D., Vincent, J.M., & Makarewicz, C. (2008). Integrating Infrastructure Planning: The Role of Schools. Access Magazine Journal, 1(33), 18-26. MOE. (2010). Education Sector Development Program IV. Ministry of Education, AddisAbaba, Ethiopia.
  • Moochi, O. (2012). Availability, acquisition and Utilisation of instructional resources for teaching Geography in selected secondary schools in Central Kisii District [Unpublished Master’s Thesis]. Kenyatta University.
  • Murungi, C.G., Wambua, M.M., & Mutwiri, C. (2018). Physical facilities and strategies used by teachers to improve pupils’ performance in social studies in Makueni County, Kenya. International Journal of Pregnancy & Child Birth, 4(6), 241-245.
  • Negassa, O. (2014). Ethiopian students' achievement challenges in science education: implications to policy formulation. African Journal of Chemical Education, 4(1), 2-18.
  • Oladejo, M.A, Olosunde, G.R, Ojebisi, A.O., & Isola, O.M. (2011). Instructional materials and students’ academic achievement in physics: some policy implications. European Journal of Humanities and Social Sciences, 2(1), 2220-9425.
  • Sarantakos, S. (2005). Social Research. New York: Palgrave Macmillan.
  • Solomon, G., G. & Kedir, O., T. (2015). Problems in the Teaching and Learning of Physics at the Secondary and Preparatory Schools, the Cases Wolaita and Dwuro Zones. Global Journal of Human-Social Science: G Linguistics & Education, 15(7), 1-6.
  • TesfamariamG, Lykknes A, Kvittingen L (2014). Small-scale Chemistry for a Hands-on Approach to Chemistry Practical Work in Secondary Schools: Experiences from Ethiopia. African Journal of Chemical Education, 4(3), 48-94, Special Issue (Part II).
  • Tshabalala, T., & Ncube, C. (2014). Teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational education and training policy in Nkayi district. International Research Journal of Teacher Education, 1(2), 10–15.
  • Umunadi, K. (2012). Resource management and planning in vocational and technical education for national development: An assessment. African Journal of Educational Technology, 2(1), 48–59.
  • UNESCO (2008). Challenges of Implementing Free Day Secondary Education in Kenya: Experiences from Districts. Nairobi.
  • Yadar, K. (2001). Teaching of Life Science. New Delhi: Anmol publication Ltd, India.
  • Yara, P., O. and Otieno, K., O. (2010). Teaching/ Learning Resources and Academic Performance in Mathematics in Secondary Schools in Bondo District of Kenya. Canadian Center of Science and Education. Asian Social Science, 6(12), 126-132.
  • Zhaoyao, M. (2002). Physics Education for the 21st Century: Avoiding a Crisis. Physics Education, 37(1), 18-24.
There are 29 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Kemal Abdulbasit 0000-0002-5107-1736

Yilfashewa Seyoum Mekuria This is me 0000-0002-0825-7340

Project Number No
Publication Date July 1, 2021
Published in Issue Year 2021

Cite

APA Abdulbasit, K., & Mekuria, Y. S. (2021). Status of Learning Facilities for Primary School Physics Curriculum Implementation in Eastern Ethiopia. International Journal of Educational Research Review, 6(3), 218-225. https://doi.org/10.24331/ijere.894943
AMA Abdulbasit K, Mekuria YS. Status of Learning Facilities for Primary School Physics Curriculum Implementation in Eastern Ethiopia. IJERE. July 2021;6(3):218-225. doi:10.24331/ijere.894943
Chicago Abdulbasit, Kemal, and Yilfashewa Seyoum Mekuria. “Status of Learning Facilities for Primary School Physics Curriculum Implementation in Eastern Ethiopia”. International Journal of Educational Research Review 6, no. 3 (July 2021): 218-25. https://doi.org/10.24331/ijere.894943.
EndNote Abdulbasit K, Mekuria YS (July 1, 2021) Status of Learning Facilities for Primary School Physics Curriculum Implementation in Eastern Ethiopia. International Journal of Educational Research Review 6 3 218–225.
IEEE K. Abdulbasit and Y. S. Mekuria, “Status of Learning Facilities for Primary School Physics Curriculum Implementation in Eastern Ethiopia”, IJERE, vol. 6, no. 3, pp. 218–225, 2021, doi: 10.24331/ijere.894943.
ISNAD Abdulbasit, Kemal - Mekuria, Yilfashewa Seyoum. “Status of Learning Facilities for Primary School Physics Curriculum Implementation in Eastern Ethiopia”. International Journal of Educational Research Review 6/3 (July 2021), 218-225. https://doi.org/10.24331/ijere.894943.
JAMA Abdulbasit K, Mekuria YS. Status of Learning Facilities for Primary School Physics Curriculum Implementation in Eastern Ethiopia. IJERE. 2021;6:218–225.
MLA Abdulbasit, Kemal and Yilfashewa Seyoum Mekuria. “Status of Learning Facilities for Primary School Physics Curriculum Implementation in Eastern Ethiopia”. International Journal of Educational Research Review, vol. 6, no. 3, 2021, pp. 218-25, doi:10.24331/ijere.894943.
Vancouver Abdulbasit K, Mekuria YS. Status of Learning Facilities for Primary School Physics Curriculum Implementation in Eastern Ethiopia. IJERE. 2021;6(3):218-25.

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