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All Journal Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal)
Melaku Masresha Woldeamanueal
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Issues related to the quality of secondary education: the Case of Dire Dawa, Ethiopia Belay Sitotaw Goshu; Melaku Masresha Woldeamanueal; Muhammad Ridwan
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 7, No 4 (2024): Budapest International Research and Critics Institute November
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v7i4.7977

Abstract

This study aimed to examine concerns regarding the quality of education in secondary schools in Dire Dawa City. It reflects the views of teachers and educational administrators on educational quality, issues, and recommendations for improving quality. A descriptive survey was conducted for this purpose. In this study, 235 city teachers were randomly selected. Despite access improvements, data shows slow progress in improving quality education in Ethiopia. Government officials, teachers, parents, teachers, students, and others expressed concern about the quality of education in general education schools in Dire Dawa City. The results revealed that schools should also provide an educational environment suitable for teaching and learning activities. In-service training or professional development is one of the key factors in quality education. However, the result revealed that 43% of the survey respondents had not attended in-service training in the past two years. Furthermore, 91.9 percent of the respondents believed cheating was a crucial problem for quality education. The local government should work with the university to address most of the issues raised in this study.
Higher Education Reform in Ethiopia: Assessing Institutional Transformation and Governance Challenges in Public Universities Melaku Masresha Woldeamanueal; Belay Sitotaw Goshu
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 7 No 3 (2025): Britain International of Linguistics, Arts and Education - November
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v7i3.1425

Abstract

This study examines the higher education reforms in Ethiopia, focusing on institutional transformation and governance challenges in public universities. The purpose is to assess the effectiveness of recent policy changes and their impact on faculty satisfaction, governance, and institutional performance. The study employs a mixed-methods approach, combining quantitative analysis of governance effectiveness scores with qualitative data from interviews conducted with faculty members and administrators across several Ethiopian public universities. The findings reveal that, despite improvements in governance scores, faculty satisfaction remains low due to increased administrative burdens, lack of stakeholder engagement in decision-making processes, and a mismatch between government expectations and institutional resource allocations. Faculty reported frustration with the additional reporting requirements and policies that were perceived as disconnected from the realities of resource availability. The study concludes that while the reforms have led to structural improvements in governance, they have also introduced challenges that negatively impact faculty morale and institutional performance. It is recommended that university policymakers involve faculty more in decision-making processes, reduce administrative burdens, and provide sturdier institutional support for teaching and research activities. Additionally, sustainable research funding mechanisms and workload management policies should be implemented to enhance faculty satisfaction and prevent burnout.
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.
Co-Authors Belay Sitotaw Goshu Muhammad Ridwan