Assessing the Impact of Implementation of Higher Diploma Program in Ethiopian Institute of Textile and Fashion Technology(EiTEX)
Authors: Jula Kabeto Bunkure and Shimelis Adugna Tesema
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This article determine the Higher Diploma program trained and no-trained teachers' skills in classroom instruction as well as pinning to the possible bottlenecks that hamper the successful application of the training skills. On this research a descriptive survey research design and explanatory research method where both qualitative and quantitative data gathering methods and analysis were used. The participants of the study were 20 HDP trained and 20 non-HDP trained teachers and 12 teachers on focused group discussion. The tools for collecting data or gathering data were: Questionnaire, classroom observation and Focused Group Discussion(FGD). In analyzing the quantitative data, statistical techniques of percentage, frequency count, mean and standard deviation were employed. The results indicate that HDP trained teachers were found to be better at reflective practice, implementing variety of active learning methods and assessment techniques than that of non HDP trained ones. However, both HDP trained and non HDP trained teachers have similar attitude towards the use of active learning methods and assessment techniques in their classrooms and it was found to be positive, since HDP trained teachers were found to be better at reflective practice, implementing variety of active learning methods and assessment techniques than that of non HDP trained ones. Besides, independent sample t-test and chi-square were used. The data gathered through qualitative methods was categorized and analyzed on thematic basis as raised in the objectives and the research questions. Large class size, classroom arrangement, lack of resources, and students' passive involvement were mentioned as major challenges to the implementation of a range of active learning methods and assessment techniques. Thus, the university should strengthen the HDP training to promote reflective practice, implementation of active learning methods and use of assessment techniques.