Bahir Dar Journal of Education

Bahir Dar Journal of Education, Volume 25, Issue 1

BJE — Tue, 25 Feb 2025 00:00:00 +0000

A journey through diamond open access publishing: Honoring the silver jubilee of Bahir Dar Journal of Education

Mulugeta Yayeh Worku — Tue, 25 Feb 2025 00:00:00 +0000

This editorial introduces Volume 25, Issue 1 of the Bahir Dar Journal of Education (BJE), celebrating its 25^th anniversary. It emphasizes BJE's enduring commitment to Diamond Open Access publishing, ensuring that research is freely accessible for all. Additionally, the editorial highlights the seven peer-reviewed manuscripts included in this issue which delve into pivotal themes in education, such as gender equity, leadership, and pedagogical innovations. It also underscores the journal’s dedication to fostering inclusive scholarship and its commitment to publishing high-quality educational research that is freely available to a global audience.

Book Review: Roth, M. S. (2014). Beyond the university: Why liberal education matters. Yale University Press

Christopher Amrobo Enemuwe — Tue, 25 Feb 2025 00:00:00 +0000

This review assesses the book titled “Beyond the university: why liberal education matters” authored by Michael Scott Roth. It underscores essential aspects pertinent to contemplation on the evolution of America’s liberal arts education, specifically and education in general, which bear significant implications and insights for its current condition. The book offers a comprehensive and detailed explanation of the evolution of liberal arts education in the United States of America and argues that shifting away from the broad humanistic educational approach aimed at long-life learning to vocational training in liberal arts education is a critical mistake. The insights gleaned from such lessons hold significant importance for regions such as Africa and the black community, particularly considering the recent advocacy for a more vocational approach to liberal arts education driven by the demands of skill-based labour.

Ethiopia's secondary school leaving examinations system: A glimpse inside its governance, management, and potential consequences

Tefera Tadesse, Zelalem Teshome Wale — Tue, 25 Feb 2025 00:00:00 +0000

Nationally administered secondary school leaving examinations, or high school exit examinations, are instrumental in shaping students' futures, serving as a gateway to higher education, career opportunities, and personal growth. As pivotal milestones, these exams significantly influence students' opportunities and outcomes, making them a central focus of policy discussion. As a result, these examinations have been the focus of much policy debate. These examinations must be effectively administered and managed to ensure fairness, accuracy, and reliability in assessing students' knowledge and competencies. During the 2021–22 and 2022–23 academic years, Ethiopia's Ministry of Education and the National Educational Assessment and Examination Agency (NEAEA) relocated the administration of secondary school-leaving examinations from individual schools to public universities. Changing an examination system often requires different leadership and management skills, structures, and approaches than those needed for maintaining the familiar systems. The Ministry disclosed the students' terrible exam results but did not mention their management, governance, or the consequences of this assessment reform process. Despite the Ministry's claim that the 2022–23 academic year taught it some lessons, the outcomes did not indicate any improvement. This paper highlights key features of Ethiopia's secondary school leaving examinations and presents a framework for critically evaluating their management, governance, and potential outcomes of the reform process. By doing this, we might contribute to developing an impartial, trustworthy, and effective evaluation system.

The role of girls’ clubs in challenging gender norms in Ethiopian primary education

Tue, 25 Feb 2025 00:00:00 +0000

One of the key priorities of ongoing nationwide education reforms in Ethiopia is the promotion of girls’ education through the establishment of Girls’ Clubs. These Clubs aim to support girls’ education by addressing restrictive socio-cultural practices and improving the accessibility and safety of schools. This paper explores the role of Girls’ Clubs in challenging gender norms that influence girls’ education in primary schools in Ethiopia. The paper draws on data from interviews with Girls’ Club focal teachers and focus group discussions with student members across four regions. Findings reveal that while Girls’ Clubs have made some progress in challenging restrictive gender norms, their impact is limited by financial, institutional, and structural constraints. Overcoming these constraints requires a collaborative approach involving school leadership, communities, and external governmental and funding organisations. We recommend that future national education reforms prioritise increased financial support for Girls’ Clubs and integrate their initiatives into broader community-level strategies.

The predictive effect of principals’ adaptive leadership behaviour on teachers' workplace engagement in public secondary schools of Amhara, as perceived by teachers

Abebaw Ayana Alene, Misganaw Alene Tsegaye , Getu Shiferaw Wolle — Tue, 25 Feb 2025 00:00:00 +0000

The study examined the effect of principals’ adaptive leadership behavior on teachers' work engagement in public secondary schools in the Amhara regional state. A correlational design with a quantitative approach was employed. Using multistage and proportionate stratified random sampling, data were collected from 967 teachers via questionnaire. The data were analyzed using Pearson product-moment correlation (r), multiple linear regression, and one-way ANOVA. A positive and statistically significant correlation was found between principals' adaptive leadership behavior and teachers' work engagement (r =.682, p <.001). Moreover, 46.1% of teachers' workplace engagement variation is explained by the combined effect of adaptive leadership behaviors. Significant differences were found in teachers' perceptions of adaptive leadership behaviors across zones (F (5,854) = 6.407, p < 0.01), but no significant differences were observed in their perceptions of workplace engagement (F (5,854) = 1.289, p =.267). In conclusion, principals' adaptive leadership behaviors significantly predict and enhance teachers' workplace engagement, highlighting its practical importance.

Development and validation of propensity to cheat measure in the Ethiopian public universities

Dame Taye, Tesfaye Semela, Samuel Assefa Zinabu — Tue, 25 Feb 2025 00:00:00 +0000

The major objective of this research is to develop a comprehensive and psychometrically sound scale assessing students' perceived propensity to cheat employing the theory of planned behavior. An exploratory sequential mixed design method was used to qualitatively explore the forms of intention to cheat and their indicators, followed by a quantitative method to examine the psychometric qualities of the scale based on a random sample of 500 (male = 367 [73.4%]; female = 133 [26.6%]) university students. Structured interviews and questionnaires were used to collect data. The propensity to cheat scale (PCS) is a valid and reliable tool for use in research, according to explanatory factor analysis and reliability evaluations. The PCS, therefore, measures what it promises to measure.

Effect of science process skills-based teaching approach on secondary school students’ scientific epistemological beliefs

Million Tadesse, Destaw Damtie, Solomon Melesse Mengistie , Getahun Yemata — Tue, 25 Feb 2025 00:00:00 +0000

This study sought to examine the effect of the Science Process Skills-Based Teaching Approach (SPSBTA) on students’ scientific epistemological beliefs (SEBs). The study used a mixed-method research approach with a quasi-experimental design. Two schools with relatively organized laboratories were selected and randomly assigned to experimental and comparison groups, resulting in a sample of 78 students. Data were collected through a questionnaire, interview, and observation and quantitatively analyzed using mean, standard deviation, independent sample t-test, ANCOVA, and qualitatively with narration. The findings showed that the students in the experimental group who participated in the SPSBTA intervention demonstrated higher epistemological improvement than those in the comparison group. However, there was no statistically significant difference between genders. The study concludes that SPSBTA was more effective than the conventional method in improving SEBs. Based on the findings of this study, it is recommended that concerned bodies should encourage biology teachers to apply SPSBTA.

Effects of the question-and-answer relationship strategy on students’ reading comprehension and critical thinking

Tsegaye Girma, Marew Alemu, Sefa Meka — Tue, 25 Feb 2025 00:00:00 +0000

This research aimed to determine whether the Question-and-Answer Relationship (QAR) strategy can improve students’ reading comprehension of narrative texts and critical thinking skills in Amharic. The study employed a quasi-experimental pretest-posttest design. A total of 118 seventh graders from Addis Amba Elementary School in Bahir Dar were selected and randomly assigned to either the intervention group (taught reading comprehension using QAR) or the control group (taught according to the grade level curriculum) for 14 sessions. Data were collected through reading comprehension and critical thinking tests. Analysis of variance (one-way ANOVA) revealed significant effects (p < 0.05) and large effect sizes (η² > 0.14) of the QAR strategy on both reading comprehension of narrative texts (F (1,116) = 33.35, p < .001, η² = .223) and critical thinking (F (1,116) = 28.074, p < .001, η² = .195). Findings suggest that the QAR strategy is effective in enhancing students’ reading comprehension of narrative texts and critical thinking skills within the Amharic context.