The purpose of this study was to explore how the summer students perceived the closed summer education program at Jimma University. The research study was a phenomenological case study approach. Eleven participants were selected using purposeful sampling among the summer students. The information was gathered using a semi-structured, in-depth interview that was recorded. Data were transcribed, translated, coded, categorized, and thematically analyzed. Data quality was used as a code book. The study of summer education programs for in-service training found that they were not sufficient to acquaint teachers with subject matter knowledge, and summer programs were blamed for affecting the quality of education due to the lack of in-depth teaching. The absence of monitoring and control of summer education programs leads to additional factors directly affecting the quality of summer education, with students being overcrowded and experiencing content overload. Policy implementation gap that affects the process of implementing summer education programs within the given time. It was also stated that the problems with the summer education program started with the registration period and that the scope of content and lesson time are disproportionate. It was difficult to assess all students and have enough time to practice with the shortness of time and the large number of students in the class. As a result of the summer graduates, primary and secondary teachers struggle to express themselves in English and lack of ICT abilities, which impacts summer students. The results confirmed that it can be saved to card games and completely blocked the game of figures. That’s why summer education turns into a regular program. The research also analyzed the trustworthiness of the data using phenomenological incense. Finally, the study's findings addressed the conceptual framework of the diagram from the findings of the study's discussion, conclusions, and implications, which were investigated.
| Published in | Science Research (Volume 11, Issue 2) |
| DOI | 10.11648/j.sr.20231102.12 |
| Page(s) | 18-34 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2024. Published by Science Publishing Group |
Summer Students, Phenomenology, Technology Impact
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APA Style
Demie Bedada Dibaba, Negga Demissie, Biniam Wolde, Adula Belele. (2023). How Summer Students Perceive the Closed Summer Program: In the Case of Jimma University. Science Research, 11(2), 18-34. https://doi.org/10.11648/j.sr.20231102.12
ACS Style
Demie Bedada Dibaba; Negga Demissie; Biniam Wolde; Adula Belele. How Summer Students Perceive the Closed Summer Program: In the Case of Jimma University. Sci. Res. 2023, 11(2), 18-34. doi: 10.11648/j.sr.20231102.12
AMA Style
Demie Bedada Dibaba, Negga Demissie, Biniam Wolde, Adula Belele. How Summer Students Perceive the Closed Summer Program: In the Case of Jimma University. Sci Res. 2023;11(2):18-34. doi: 10.11648/j.sr.20231102.12
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Download@article{10.11648/j.sr.20231102.12,
author = {Demie Bedada Dibaba and Negga Demissie and Biniam Wolde and Adula Belele},
title = {How Summer Students Perceive the Closed Summer Program: In the Case of Jimma University},
journal = {Science Research},
volume = {11},
number = {2},
pages = {18-34},
doi = {10.11648/j.sr.20231102.12},
url = {https://doi.org/10.11648/j.sr.20231102.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sr.20231102.12},
abstract = {The purpose of this study was to explore how the summer students perceived the closed summer education program at Jimma University. The research study was a phenomenological case study approach. Eleven participants were selected using purposeful sampling among the summer students. The information was gathered using a semi-structured, in-depth interview that was recorded. Data were transcribed, translated, coded, categorized, and thematically analyzed. Data quality was used as a code book. The study of summer education programs for in-service training found that they were not sufficient to acquaint teachers with subject matter knowledge, and summer programs were blamed for affecting the quality of education due to the lack of in-depth teaching. The absence of monitoring and control of summer education programs leads to additional factors directly affecting the quality of summer education, with students being overcrowded and experiencing content overload. Policy implementation gap that affects the process of implementing summer education programs within the given time. It was also stated that the problems with the summer education program started with the registration period and that the scope of content and lesson time are disproportionate. It was difficult to assess all students and have enough time to practice with the shortness of time and the large number of students in the class. As a result of the summer graduates, primary and secondary teachers struggle to express themselves in English and lack of ICT abilities, which impacts summer students. The results confirmed that it can be saved to card games and completely blocked the game of figures. That’s why summer education turns into a regular program. The research also analyzed the trustworthiness of the data using phenomenological incense. Finally, the study's findings addressed the conceptual framework of the diagram from the findings of the study's discussion, conclusions, and implications, which were investigated.},
year = {2023}
}
TY - JOUR T1 - How Summer Students Perceive the Closed Summer Program: In the Case of Jimma University AU - Demie Bedada Dibaba AU - Negga Demissie AU - Biniam Wolde AU - Adula Belele Y1 - 2023/05/29 PY - 2023 N1 - https://doi.org/10.11648/j.sr.20231102.12 DO - 10.11648/j.sr.20231102.12 T2 - Science Research JF - Science Research JO - Science Research SP - 18 EP - 34 PB - Science Publishing Group SN - 2329-0927 UR - https://doi.org/10.11648/j.sr.20231102.12 AB - The purpose of this study was to explore how the summer students perceived the closed summer education program at Jimma University. The research study was a phenomenological case study approach. Eleven participants were selected using purposeful sampling among the summer students. The information was gathered using a semi-structured, in-depth interview that was recorded. Data were transcribed, translated, coded, categorized, and thematically analyzed. Data quality was used as a code book. The study of summer education programs for in-service training found that they were not sufficient to acquaint teachers with subject matter knowledge, and summer programs were blamed for affecting the quality of education due to the lack of in-depth teaching. The absence of monitoring and control of summer education programs leads to additional factors directly affecting the quality of summer education, with students being overcrowded and experiencing content overload. Policy implementation gap that affects the process of implementing summer education programs within the given time. It was also stated that the problems with the summer education program started with the registration period and that the scope of content and lesson time are disproportionate. It was difficult to assess all students and have enough time to practice with the shortness of time and the large number of students in the class. As a result of the summer graduates, primary and secondary teachers struggle to express themselves in English and lack of ICT abilities, which impacts summer students. The results confirmed that it can be saved to card games and completely blocked the game of figures. That’s why summer education turns into a regular program. The research also analyzed the trustworthiness of the data using phenomenological incense. Finally, the study's findings addressed the conceptual framework of the diagram from the findings of the study's discussion, conclusions, and implications, which were investigated. VL - 11 IS - 2 ER -
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