http://hdl.handle.net/123456789/2549 2026-04-03T13:25:57Z 2026-04-03T13:25:57Z Masresha, Melaku http://hdl.handle.net/123456789/2647 2017-01-02T11:55:52Z 2013-10-01T00:00:00Z

Title: An Investigation into the Nature and Treatment of Learning Difficulties of Distance Learners at Intermediate Level Authors: Masresha, Melaku Abstract: The Study was aimed at identifying the learning difficulties faced by the distance learners of private higher education in Ethiopia at intermediate level and to explore the existing support provided by the higher education to its distance learners to overcome the learning difficulties emerged during self-study the textual materials and in completing assignments. The study was descriptive in nature’s it was mixed design study approach w e r e used for data collection a n d analysis. The population of the study consisted of two categories: the distance learners and the tutors. The sample for the quantitative part was comprised of 150 distance learners and 80 tutors using stratified and random sampling techniques. The qualitative phase includes the sample of 16 distances learners represent in four compulsory courses enrolled in two privet higher education in 2012 at intermediate level. Likewise 10 tutors and two study centers in eastern Ethiopia were also drawn for the qualitative design. Data for the qualitative phase was collected by developing two questionnaires: one for the distance learners and second for the tutors. Statements; items were developed at 5-pointlikert scale, three point scales yes/no for m and open ended form besides, percentage and mean score, one sample t-test was employed to test the Five hypothesis of the study. For qualitative part interview were conducted of 16 distance learners and 10 tutors. An observation sheet was also prepared to observe student tutor intervention in resolving the learning difficulties the result revealed that the majority of distance learners faced difficulties in comprehending the modules due to multiplicity of concepts ordained in the sentences, lack of pro per illustration in the modules and lack of study skills the module materials was not supplemented with audio and video programs. Lack of time was also a hurdle for the distance learners as they had to study a lot of modules in short periods of one semester the difficulty in completing assignment were; the difficulties in making self notes during self studding the modular material, problems in organization of studied/read materials, hurdles in presenting critical analysis of the question and difficulties in summarizing the answers. Lastly the tutors role was also non cooperative as most of the tutors did not correct the wrong answers written by the students majority of tutors did not return checked assignment to their students in time. The study centers did not function properly and learning difficulties of distance learners were not properly treated at study centers through tutorial support and electronic media.

2013-10-01T00:00:00Z Melaku, Getachew http://hdl.handle.net/123456789/2646 2017-01-02T11:52:23Z 2013-10-01T00:00:00Z

Title: The Role of Competency Framework in Improving Quality Research Output in Distance Education: Lesson Derived from Practice Authors: Melaku, Getachew Abstract: Research is an endeavor for improving theory and practices in different sectors. Researches are conducted following different approaches based on the kinds of research. The type of research, the purpose of the research, characteristics of the research participants, the scope of the research and the level of scientific rigor are among the factors that affect a research endeavor (Lodico, M ., Spaulding, D . and Voetgtle, K. 2006: 5). What so ever the case, conducting research requires relevant knowledge, skills and attitudinal dispositions. In this paper, I investigated and described the role of identifying the relevant competency framework towards facilitating the production of quality research in education. I took the practical experience of developing a research competency framework for the Ethiopian Civil Service University(ECSU). In my report, I summarized the steps and procedures followed towards the production, validation of competencies identified in knowledge skills and attitude aspects and sign of the research competency framework. I also highlighted the role of the competency framework in facilitating research practices in the university in general and in the Institute of Distance and Continuing Education in particular.

2013-10-01T00:00:00Z Beyessa, Feyera http://hdl.handle.net/123456789/2645 2017-01-02T11:49:23Z 2013-10-01T00:00:00Z

Title: An Evaluation of the Status of Distance Education Program in Public and Private Higher Education Institutions at Mettu Centers: A Comparative Analysis on Quality Issues Authors: Beyessa, Feyera Abstract: The central intention of this research was to evaluate the status of distance education program on quality issues of Higher Education Institutions (H EIs) [Public and Private H EIs] at Mettu town Centers, Ilu Abba Bora Zone. To attain this objective, comparative case study research method was employed. The subjects of the study were 11 3[1 00 students, 3 center coordinators and 10 tutors from both HE Is]. To select the target HE Is, availability sampling technique was used to select public H EI (Jim ma University/JU ), simple random sampling technique was employed to select the private HE Is (St. Mary’s University-College/SM U C and Rift Valley University-College/RVU C), stratified sampling followed by simple random sampling (lottery method) was used to select the students, and availability and purposive sampling techniques were employed to select center coordinators and tutors respectively. To gather the necessary data, questionnaire, interview, document analysis and observation checklist were used. The gathered data were analyzed using both qualitative and quantitative methods of data analysis. The result of the study showed that with statistically significant difference between the students’ satisfaction about center coordinator services of JU and private HE Is, students of private HE Is were more satisfied than public H EI with totally no online registration service in both groups. Students at private H EIs were relatively at higher position in engaging tutorial session and teaching-learning process than JU . In both groups, the instructional interactions between tutees and tutors (part timer from anywhere) on tutorial session seems low with tutees who get little opportunity to discuss except on tutorial days. Concerning modules, quality of the modules of private H EIs looks more or less at better position than modules of JU . The study also shows that with statistically non-significant difference between the two groups, stagnantly both groups used very less technology based learning materials and instructional teaching-learning process, which inhabit the quality of distance education program. Evidence showed that students’ assessments in both H EIs were only focused on assignment (30%) and final exam (70%), with poor instructional interaction and less transparency feed-back/evaluation system made by nontutors of the institutions, and the HEIs haven’t made progressive shift to the current instructional implementation. Assessment and evaluation techniques were given less emphasis to the student centered instructional methodology, which has considerably negative impact to the quality of Ethiopian H E Is of distance education program. Thus, based on the findings of the study, implications were pointed to mitigate the aforementioned problems.

2013-10-01T00:00:00Z Getaye, Atlabachew http://hdl.handle.net/123456789/2643 2017-01-12T08:24:56Z 2013-10-01T00:00:00Z

Title: An Investigation of Learners’ Satisfaction Level of Distance Education Teaching Material Preparation, Tutors’ Effectiveness and Student Support and their Predictive Power of Students’ Academic Achievement: The Case of Addis Ababa Center of Distance Division Authors: Getaye, Atlabachew Abstract: F or a country like Ethiopia where higher learning enrollment is very low, distance education offers an ideal opportunity of access for the country in general and for the students in particular since it avoids time and place constraints. In spite of these merits, distance education requires care with regard to the quality of student support, tutoring and material preparation. Higher education institution needs to evaluate the status of the three determining factors time and again to alleviate factors which affect the quality of distance education and students achievement. If the quality of student support, tutoring and material preparation is high, it is assumed that students’ achievement would possibly be high. This research is conducted to investigate the satisfaction level of students about the quality of student support, tutoring and material preparation of Saint Mary’s Addis Ababa Center of distance division and the prediction power of the three factors on students’ achievement. It also tries to see if there is any difference in terms o f perception of quality from gender, department and year of study regarding tutors’, material preparation and student support effectiveness. The study employs a quantitative method, using questionnaire and document analysis. The findings reveal that students have high satisfaction regarding tutors effectiveness, quality of material preparation and student support. And tutors effectiveness, quality of material preparation and student support predict learners’ achievement. There is no a statistically significant difference regarding the three factors when it comes to department, but the study shows a statistically significant difference to year of study. Females appear more satisfied compared to males about tutors’ effectiveness, quality of material preparation and student support.

2013-10-01T00:00:00Z