Ethiopian Journal of Language, Culture and Communication

Vol.9 No.1 June 2024

Editor-in_Chief — 2024-10-26

Communication practices of agricultural extension: the case of north Wollo zone

Assefachew Eshetie — 2024-10-15

This qualitative study method aimed to assess agricultural extension communication practices and the use of agricultural information from the extension service and to identify the influencing factors in three Lalibela kebeles. A purposeful sampling technique was used to select the samples for the study. To this end, expressive data were collected through in-depth interviews, observation, and document analysis from farmers, development agents (DAs), and communication workers (CWs). In-depth interviews and observation sessions were conducted with 18 farmers, 4 DAs, 2 extension workers, and 2 communication workers. The findings from the thematic analysis employed revealed that the agricultural communication practices in the study area were generally low. The use of electronic and print media, in addition to interpersonal and group communication means, is also limited. Although farmers receive agricultural messages through interpersonal communication methods from extension workers, model farmers’ concept/demonstration sites, village meetings, and field days, agricultural productivity still fails to achieve the desired goals. As the research result showed, farmers receive messages from electronic media such as radio and print media such as flyers. Communication approaches, on the other hand, were top-down, in which programs or texts were shaped by communication workers with little involvement from farmers, agricultural extension workers, and DAs. In conclusion, for communications, whether print, electronic, or interpersonal, to play a critical role in communicating agricultural messages to the farmers and preventing agricultural development problems thereof, it needs to consider and integrate agricultural extension communication means.

Analysis of mobilization and stakeholder participation: the case of Amhara Development Association

Ahmed Hussed Seid — 2024-10-15

This article offers a comprehensive exploration of the complex dynamics involved in mobilization and stakeholder participation within the context of participatory development communication strategies. It specifically focuses on the Amhara Development Association and its practices in this regard. Employing an interpretative research paradigm, the study meticulously selects its sample using purpose-sampling techniques. Through a combination of in-depth interviews and thorough document analysis, a rich dataset is assembled to deeply investigate the strategies employed by the association. The findings of the study reveal a nuanced and multifaceted approach undertaken by the Amhara Development Association. This approach leverages various social institutions, media platforms, and governmental structures to mobilize communities toward self-realization through grassroots efforts. However, despite the association's concerted efforts, several challenges hinder the implementation of a fully participatory communication approach. One significant obstacle identified is the predominant role of the government, which sometimes limits the association's autonomy in decision-making and action. Furthermore, the association faces constraints in hiring an adequate number of communication experts, which affects its ability to fully embrace a participatory communication strategy. It suggests that the association should strive for greater independence by empowering its coordinators, project planners, and district-level structures. This empowerment aims to foster a more inclusive and participatory communication strategy, thus enhancing the association's effectiveness in community mobilization and ultimately contributing to sustainable development efforts in the region.

Harnessing effective digital outdoor advertisement and communication in Addis Ababa city administration

Yosef Beco Dubi — 2024-10-15

The study explores the integration of modern digital advertising and communication within Addis Ababa, focusing on its holistic development. The primary objective is to identify gaps in outdoor advertising and communication administration while proposing a new platform to promote emerging businesses and global advertising trends. The research employs survey-based data collection, including observation and public opinion surveys, along with semiotic discourse analysis. By utilizing large, medium, and portable digital signage, Addis Ababa can improve aesthetics, attract tourists, and drive economic growth. Recommendations include strategic placement, context-relevant content, and collaboration with local stakeholders.

ልዕለአእምሯዊ የመጻፍ ብልኃቶች በተማሪዎች ልዕለአእምሯዊ የመጻፍ ብልኃቶች ግንዛቤና በመጻፍ ችሎታ ላይ ያላቸው ተጽዕኖ፤ በዘጠነኛ ክፍል አማርኛ አፍፈት ተማሪዎች ተተኳሪነት

Remla Ahmed — 2024-10-15

This study investigated the direct and indirect effects of metacognitive writing strategies on students' metacognitive writing strategy awareness and writing performance. A quasi-experimental pre-test and post-test control group design was employed with 104 ninth-grade students from Memhir Akalewold secondary school. The experimental group received instruction in metacognitive writing strategies, while the control group followed conventional writing practices. Data were collected using writing tests and a metacognitive writing strategy awareness questionnaire. Structural equation modeling (SEM) was used to analyze the data. Results indicated that metacognitive writing strategies have significant positive direct effects on both metacognitive writing strategy awareness (β = .811, p < .001) and writing performance (β = .646, p < .001). Additionally, metacognitive writing strategies have a significant indirect effect on writing performance through metacognitive writing strategy awareness (B = 7.830, t = 16.269, p = .037). These findings suggest that incorporating metacognitive writing strategies into Amharic language teaching can enhance students' writing skills.

የዚህ ጥናት ዋና አላማ ልዕለአእምሯዊ የመጻፍ ብልኃቶች በተማሪዎች ልዕለአእምሯዊ የመጻፍ ብልኃቶች ግንዛቤና በመጻፍ ችሎታ ላይ ያላቸውን ቀጥተኛና ኢቀጥተኛ ተጽዕኖ መፈተሽ ነበር፡፡ ፍትነትመሰል ቅድመትምህርትና ድኅረትምህርት ባለቁጥጥር ቡድን የምርምር ስልት የተከተለው ይህ ጥናት በደሴ ከተማ መምህር አካለወልድ ኹለተኛ ደረጃ ትምህርትቤት የተካሄደ ነው። የጥናቱ ተሳታፊዎችም በ2015 ዓ.ም. በዚሁ ትምህርትቤት ከዘጠነኛ ክፍሎች መካከል በቀላል የእጣ ንሞና በተመረጡ ኹለት የመማሪያ ክፍሎች የሚማሩ 104 ተማሪዎች ነበሩ፡፡ የፍትነት ቡድኑ ተማሪዎች የመጻፍ ትምህርቱን በልዕለአእምሯዊ የመጻፍ ብልኃቶች፣ የቁጥጥር ቡድኑ ተማሪዎች በመደበኛው ሥርዐተትምህርት መሠረት ለ10 ሳምንታት ተምረዋል፡፡ ኹለቱም ቡድኖች ከምርምሩ በፊትና በኋላ ተመሳሳይ ቅድመትምህርትና ድኅረትምህርት የመጻፍ ፈተና ተፈትነዋል፤ ልዕለአእምሯዊ የመጻፍ ብልኃቶች ግንዛቤ የጽሑፍ መጠይቅም ሞልተዋል፡፡ በቅድመትምህርት መረጃዎች የቡድኖቹ የፆታ ስብጥር በካይ ካሬ ቴስት፣ የዕድሜ ተመጣጣኝነት በነጻ ናሙና ቲ-ቴስት እንዲሁም የመጻፍ ችሎታና ልዕለአእምሯዊ የመጻፍ ብልኃቶች ግንዛቤ በባለብዙ ተላውጦ ልይይት ትንተና ተፈትሸው ቡድኖቹ ከተጠቀሱት ተላውጦዎች አኳያ ተመጣጣኝ ኾነው ተገኝተዋል። በድኅረትምህርት የተገኙ መረጃዎችም በመዋቅራዊ እኩልዮሽ ሞዴል ተተንትነዋል፡፡ የድኅረትምህርት የትንተና ውጤቱ እንዳመለከተው መጻፍን በልዕለአእምሯዊ የመጻፍ ብልኃቶች መማር የተማሪዎችን ልዕለአእምሯዊ የመጻፍ ብልኃቶች ግንዛቤ (β = .811, t = 4.456, p < .001) እና የመጻፍ ችሎታን (β = .646, t = 6.3, p < .001) የማሻሻል ቀጥተኛ አስተዋፆ አለው፡፡ እንዲሁም፣ ልዕለአእምሯዊ የመጻፍ ብልኃቶች በልዕለአእምሯዊ የመጻፍ ብልኃቶች ግንዛቤ አማካይነት የመጻፍ ችሎታን የማሻሻል ኢቀጥተኛ ሚና (B = 7.830, t = 16.269, p = .037) አላቸው፡፡ በመኾኑም፣ ልዕለአእምሯዊ የመጻፍ ብልኃቶች መጻፍን ለማስተማር ቢተገበሩ በአማርኛ ቋንቋ ትምህርት የሚያበረክቱት አስተዋፆ እንደሚኖራቸው ተጠቁሟል፡፡

ግብረመልስ በተማሪዎች የመጻፍ ክሂልና ተነሳሽነት ላይ ያለው ተፅዕኖ፤ በ 7ኛ ክፍል ተተኳሪነት

Tsegaye Beyene — 2024-10-15

This study examined the impact of feedback on students writing skill and motivation. It is a quasi-experimental research and has four groups (three experimental and one control) of students. The study conducted in 2016 E.C. at Haik no.1 primary school and the subjects are 144 grade 7 students. The school and the grade level were selected by simple random sampling and students were assigned in one of the four groups randomly. Pre - post essay writing test and motivation measuring questionnaire were administered to gather the study data. Before the intervention both the experimental and the control groups have taken pre writing test and motivation questionnaire. As a result, there no significance difference among the groups in their writing skill and motivational level. Then all groups practiced the same writing activities for 10 weeks. The only difference among the group during the writing activities is that group one receive written feedback ; group two receive oral feedback , group three revive peer feedback, whereas group four receive no feedback for their essay. Finally, all groups took post writing essay test and motivation questionnaire at the same time. The first question is that does feedback (written, oral and peer) has an effect on student writing skill?. The date analyzed by using one waye anova. The result show that feedback has an effect on students writing skills (F,(3,140)=13.9, p=.000 ). Tukey post hock show that both Oral feedback (m= 32.75, sd= 5.9), and written feedback (m=30.35, sd=6.4) have positive significance effect on students writing skill, While peer feedback has no effect on students writing skill. The second question is that does feedback (written, oral and peer) has an effect on students’ motivation?. The analysis show that feedback has an effect (F(3,140) =8.0,p=.000) on students writing motivation. Written feedback (m= 70.4, sd=10.5) and oral feedback (69.8, sd=10.4) have significantly positive impact on students writing motivation, whereas peer feedback has no any effect on writing motivation. Therefore in order to improve students writing skill and motivation, teachers should give constructive written and oral feedback for their students’ essay.

የዚህ ጥናት ዋና ዓላማ ግብረመልስ በተማሪዎች የመጻፍ ክሂልና ተነሳሽነት ላይ ያለውን ተፅዕኖ መመርመር ነው፡፡ ጥናቱ ከፊል ፍትነታዊ (quasi-experiment) ንድፍን የተከተለ ሲሆን፣ ሶስት የሙከራ ቡድኖች (ሙከራ ቡድን 1፣ ሙከራ ቡድን 2 እና ሙከራ ቡድን 3 ) እና አንድ የቁጥጥር ቡድን (ቡድን 4) ያሉት ባለአራት ቡድን ጥናት ነው፡፡ የጥናቱ ተሳታፊዎች በ2016 ዓ.ም. በሐይቅ ቁጥር1 አንደኛ ደረጃ ትምህርት ቤት የሚማሩ 144 የሰባተኛ ክፍል ተማሪዎች ናቸው፡፡ የተመረጠው በቀላል ዕጣ ናሙና ዘዴ ሲሆን፣ ተማሪዎቹ በዕድል ሰጪ ናሙና ዘዴ ተመርጠው በሙከራና በቁጥጥር ቡድን ተደልድለዋል፡፡ የቅድመና ድህረ ትምህርት የመጻፍ ክሂል ፈተና እና 20 የተነሳሽነት መለኪያ ጥያቄዎችን የያዘ የጽሑፍ መጠይቅ ለመረጃ መሰብሰቢያነት ጥቅም ላይ ውለዋል፡፡ በዚህም የሙከራና የቁጥጥር ቡድኖቹ ተመሳሳይ የመጻፍ ተግባር ያከናወኑ ሲሆን፣ ቡድን 1 የጽሑፍ ግብረመልስ፣ ቡድን 2 የቃል ግብረመልስ፣ ቡድን 3 የጥንድ ግብረመልስ እየተሰጣቸው መጻፍን ሂደታዊ በሆነ መንገድ ተለማምደዋል፡፡ በአንጻሩ የቁጥጥር ቡድኑ ተማሪዎች የጻፉት አንቀጽ ያለ ምንም የማስተካከያ ግብረመልስ በመደበኛው ዘዴ እየታረመ ተመልሶላቸዋል፡፡ የተገኙት መረጃዎች በነጠላ ናሙና ልይይት (one way anova) ተተንትነዋል፡፡ በዚህም ግብረመልስ በተማሪዎች የመጻፍ ክሂል ላይ ተፅዕኖ እንዳለው (F,3,140=13.9, P=.000) የታወቀ ሲሆን፣ የቃል ግብረመልስ (m= 32.75, sd= 5.9) እና የጽሑፍ ግብረመልስ (m=30.35, sd=6.4) በተማሪዎች የመጻፍ ክሂል ላይ ጉልህ አዎንታዊ ተጽዕኖ ያላቸው መሆኑ በቱኬይ ፖስት ሆክ ተረጋግጧል፡፡ የጥንድ ግብረመልስ ግን በተማሪዎች የመጻፍ ክሂል ላይ ምንም ተፅዕኖ እንደሌለው የጥናቱ ውጤት አሳይቷል፡፡ በተጨማሪም፣ ግብረመልስ በተማሪዎች የመጻፍ ተነሳሽነት ላይ ተጽዕኖ ያለው ሲሆን (F,3,140=8.0, P=.000)፣ የጽሑፍ ግብረመልስ (m=70.4፣ sd= 10.5) እና የቃል ግብረመልስ (m=69.8፣ sd= 10.4) በመጻፍ ተነሳሽነት ላይ አዎንታዊ ተጽዕኖ እንዳላቸው በቱኬይ ፖስት ሆክ ተረጋግጧል፡፡ በአንጻሩ የጥንድ ግብረመልስ በተማሪዎች የመጻፍ ተነሳሽነት ላይ ተጽዕኖ እንደሌለው ጥናቱ አመልክቷል፡፡ በዚህም፣ መምህራን ቀጥተኛ የሆነ የጽሑፍና የቃል የማስተካከያ ግብረመልስ ቢሰጡ የተማሪዎችን የመጻፍ ክሂል ማሻሻል ይችላሉ፡፡ በተጨማሪም፣ ከመምህር የሚሰጥ የጽሑፍና የቃል ግብረመልስ የተማሪዎችን የመጻፍ ተነሳሽነት ይጨምራል የሚል ድምዳሜ ላይ ተደርሷል፡፡