Efficiency of Practical-Based Education in Preparatory Schools, the Case of Horo Guduru Wollega Zone, Ethiopia
Advances in Sciences and Humanities
Volume 3, Issue 3, June 2017, Pages: 14-22
Received: Apr. 7, 2017; Accepted: May 5, 2017; Published: Jun. 5, 2017
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Adugna Mosissa, Department of Food Science and Nutrition, Wollega University, Shambu, Ethiopia
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This research was carried out in four preparatory schools (Shambu, Hareto, Fincha and Amuru) out of 10 senior schools in Horo Guduru Wollega Zone. The study was designed to investigate the existing practical-based learning practices and systems of the preparatory schools as well as to provide baseline information awaking concerned bodies for future successful practically supported education. Among the school societies; directors of the schools, teachers and students were incorporated in the sample. Random sampling method was used to select students and teachers for questionnaire and interview, and a total of 200 students and 40 teachers were taken. This investigation showed that, there were opportunities to promote practical-based educational activities. But there was no good system of implementing a practical-based education in the schools under study. The reasons were: the absence (limitation) of materials, arranged programs for practical activities, assigned human resource for handling the practical activities, interest of the teachers and attention given to practical-based education by the management bodies. According to the finding, the teachers working in the target schools have awareness about the importance of practical-based learning that promote acquisition of long lasting knowledge and skill at preparatory school level. But, in practice the teachers didn’t make practical activities the part of their teaching methods as well as assessment methods. There were almost no functional laboratories and limited trial to promote practical-based education in the schools. Even the operating laboratories using available materials depend on the good will of the subject teacher to shoulder the load in addition to the regular class loads. Most of the students in the schools reflected that they were interested in practical-based education, but the door was not open for them to undertake practical learning in their context. For the failure they complained the management system of the schools and interest of the teachers. The educational offices at all levels, school officials, teachers and other concerned bodies need to cooperate to promote practical-based education at preparatory school level. This may need planning for practical activities, training teachers, hiring laboratory technicians (attendants), fulfilling facilities and programming practical activities.
Practical-Based Learning, Active Learning, Laboratory Activity, Knowledge
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Adugna Mosissa, Efficiency of Practical-Based Education in Preparatory Schools, the Case of Horo Guduru Wollega Zone, Ethiopia, Advances in Sciences and Humanities. Vol. 3, No. 3, 2017, pp. 14-22. doi: 10.11648/j.ash.20170303.11
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