Relevance of Mother Tongue National Examinations to Mother Tongue Curriculum (Syllabus) and Textbooks: The Case of Wolaita Language in Wolaita Zone, Ethiopia
Advances in Sciences and Humanities
Volume 6, Issue 1, March 2020, Pages: 30-35
Received: Aug. 10, 2019;
Accepted: Oct. 4, 2019;
Published: Jan. 21, 2020
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Markos Mathewos Alaro, Department of Wolaita Language and Literature, Wolaita Sodo University, Wolaita Sodo, Ethiopia
Abraham Kebede, Department of Wolaita Language and Literature, Wolaita Sodo University, Wolaita Sodo, Ethiopia
The objective of the study was to assess the relevance of mother tongue national examinations to MT curriculum, syllabus and textbooks. The participants of the study were teachers were 128. Three instruments were used to collect the data: questionnaire, interview and focus group discussion. Both qualitative and quantitative data analysis method were employed to arrive at conclusions. Thus, the research findings assured that grade-10 mother tongue (Wolaytato) national exam was not related to the textbook, syllabus and curriculum and most of the questions were not prepared from the text book, and curriculum and this affected student result in grade 10 Wolaytato national exam for many years. Accordingly, it was recommended that the school directors, wereda education office and the examination agency should work cooperatively to prepare the Wolaytato national exam according to the curriculum, text book and syllabus. The Examination Agency of Ethiopia and other stakeholders like Zone and south education department should follow that the exam includes various types of questions like listening, speaking, reading, grammar and other type of questions.
Markos Mathewos Alaro,
Relevance of Mother Tongue National Examinations to Mother Tongue Curriculum (Syllabus) and Textbooks: The Case of Wolaita Language in Wolaita Zone, Ethiopia, Advances in Sciences and Humanities.
Vol. 6, No. 1,
2020, pp. 30-35.
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