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All Journal Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal) Matondang Journal
Melaku Masresha Woldeamanueal
Department of Chemistry, Dire Dawa University, Dire Dawa, Ethiopia
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Misconceptions in Physics among High School Teachers: A Case Study in Dire Dawa City, Ethiopia Belay Sitotaw Goshu; Melaku Masresha Woldeamanueal; Muhammad Ridwan
Matondang Journal Vol 4 No 1 (2025): Màtondàng Journal
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/matondang.v4i1.1120

Abstract

Ensuring high-quality education depends heavily on teacher competency. Diagnostic exams can assess teachers' topic knowledge and identify areas where they need to improve their preparation. Nonetheless, gender and education level-based performance gaps underscore the need for a more thorough comprehension of these variables in the Ethiopian educational setting. The purpose was to assess teachers' performance on a diagnostic exam given by standards established by the Ethiopian Ministry of Education and investigate performance differences by gender and educational attainment. Existing studies on teacher competency in Ethiopia have rarely explored the influence of demographic variables, leaving a critical gap in understanding how gender and education level impact performance. Methodology: A cross-sectional analysis was conducted using diagnostic test scores of teachers. The relationships between education level, gender, and performance were assessed using statistical techniques such as correlation analysis, t-tests, and chi-square testing. Teachers with an MSc outperformed those with a BSc, with average scores of 75 and 62, respectively. Female teachers passing rate was (62.1%) and the male teachers (68.9%), but the chi-square test indicated no statistically significant association between gender and performance (χ² = 0.05, p = 0.824). Significant disparities in diagnostic test performance highlight gaps in teacher preparedness. Tailored training programs, equitable resource allocation, and gender-sensitive strategies are recommended to improve teacher performance and bridge identified gaps.
The Role of Social Media in Marital Dissolution in Ethiopia: Impacts and Implications Belay Sitotaw Goshu; Melaku Masresha Woldeamanueal; Anantasha Titisania Rimadewi
Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial Vol 13 No 2 (2026): Konfrontasi, June
Publisher : Budapest International Research and Critics University

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Abstract

Ethiopia’s high marital dissolution rate (45% within 30 years) is exacerbated by social media’s growing influence, with 42.2 million internet users by 2023. Platforms like Facebook and WhatsApp contribute to marital conflicts, amplified by cultural and gender norms. This study investigated social media’s role in marital problems in Ethiopia, examining platforms, conflict types, cultural influences, urban-rural differences, and intervention feasibility to inform evidence-based solutions. A convergent parallel mixed-methods design was used, involving 400 survey respondents (50% male, 50% female; 200 urban, 200 rural) and 20 semi-structured interviews (10 urban, 10 rural; 50% female). Quantitative data were analyzed using SPSS (Version 27) with chi-square tests, t-tests, and logistic regression, while qualitative data underwent thematic analysis with NVivo. Social media, particularly Facebook and WhatsApp, drives 68% of reported marital conflicts, including jealousy (51%), infidelity suspicions (37%), and communication breakdowns (32%). Urban couples face higher conflict prevalence (75%) than rural ones (61%) due to greater platform access. Patriarchal and collectivist norms amplify conflicts, with women reporting more jealousy. Digital literacy (M=4.12) and counseling (M=3.98) were rated highly effective interventions. Social media significantly undermines marital stability in Ethiopia, with urban areas and women most affected. Cultural norms exacerbate conflicts, but digital literacy and counseling offer viable mitigation strategies. Implement urban-focused digital literacy programs, gender-sensitive counseling, and community-based workshops, supported by enhanced content moderation in local languages.
Misconceptions in Electrochemistry among 11th- and 12th-Grade Students in Dire Dawa and Harari, Ethiopia: Causes, Effects, and Strategies Melaku Masresha Woldeamanueal; Belay Sitotaw Goshu
Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial Vol 12 No 4 (2025): Konfrontasi, December
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/konfrontasi2.v12i4.358

Abstract

Misconceptions in electrochemistry (ECT), such as believing electrons flow through the salt bridge, persist among students, influenced by didactic teaching, weak prior knowledge, and misleading resources. These errors vary across educational programs, impacting academic performance. This study aimed to examine school-specific ECT misconception rates and scores among 360 students from the Diploma in Design and Construction (DDC), Engineering and Operations Diploma (EOD), and Health and Social Sciences (HSS) programs, identifying contributing factors and proposing interventions. Data were collected via assessments and interviews (N = 30). Misconception prevalence (e.g., salt bridge error) and mean scores were analyzed for each group: DDC (65%, M = 26.2), EOD (75%, M = 24.1), and HSS (64%, M = 27.3). Interview responses highlighted didactic teaching (90–100%) and prior knowledge gaps (80–90%). Descriptive statistics and qualitative analysis informed findings. EOD showed the highest misconception rates (75%) and lowest scores (M = 24.1), linked to resource scarcity and 100% didactic teaching. DDC had moderate rates (65%) and scores (M = 26.2), tempered by 90% of didactic methods despite urban advantages. HSS exhibited the lowest rates (64%) and highest scores (M = 27.3), reflecting better teacher preparation, though 80% reported weak prior knowledge. ECT misconceptions correlate with teaching methods and resource availability, with EOD being the most affected. The groups encounter difficulties due to gaps in prior knowledge and passive teaching methods in HSS. Future research should test targeted interventions (e.g., labs, CCTs, teacher training) and expand longitudinal data collection to address these disparities effectively.
Impact of Ai-Driven Adaptive Learning Platforms in Science and Mathematics in Secondary Education Belay Sitotaw Goshu; Melaku Masresha Woldeamanueal
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 8 No 3 (2026): Britain International of Linguistics, Arts and Education - November
Publisher : Britain International for Academic Research (BIAR) Publisher

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Abstract

This study explores the integration of AI-driven adaptive learning platforms in secondary education, focusing on the appropriateness of the current curriculum, educators’ experiences, and the challenges faced in implementation. A survey was conducted among educators to gather data on their perceptions of curriculum suitability, experiences with adaptive platforms, and frequency. Descriptive statistical analysis was used to examine the distribution of responses, providing insights into the effectiveness and challenges of implementing AI-driven methods. The results show that whereas 57% of respondents believe the curriculum is acceptable for AI-driven methodologies, 16% feel it does not represent the need for curriculum improvement. Eighty-five percent of respondents strongly support the broader deployment of adaptive learning platforms; nevertheless, the low frequency of use shows obstacles to regular implementation. The educators noted some obstacles, such as inadequate training, trouble integrating the curriculum, and problems with student involvement. Numerous educators reported having a good experience using adaptive learning platforms. By addressing these problems, secondary schools may use adaptive learning platforms more frequently and effectively, which would improve student outcomes.
Co-Authors Anantasha Titisania Rimadewi Belay Sitotaw Goshu Muhammad Ridwan