An Assessment of National Pilot Project for Strengthening Mathematics and Science Education in Ethiopia: Lesson Study in Focus

Wolde, Misikir Tegene (2013) An Assessment of National Pilot Project for Strengthening Mathematics and Science Education in Ethiopia: Lesson Study in Focus. Masters thesis, Addis Ababa University.

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Abstract

The purpose of this study was to examine the experiences under the National Pilot Project for Strengthening Mathematics and Science Education in Ethiopia or best known as SMASEE Project concerning in-service teacher training through the practice of Lesson Study that is being conducted in pilot schools of SMASEE Project. Hence, focusing on the theme of first year INSET of SMASEE Project, particularly on the Lesson Study approach, an assessment was made to determine the project‟s merit and its worth in strengthening the teaching and learning of Mathematics and Science lessons in primary schools of the Project target areas. A mixed-method was used for this study, including a survey and interviews, to examine the scope of Lesson Study approach and how this approach impacts teachers' perceptions of teaching effectiveness and student learning. The 42 teachers and 8 school directors who participated in this study were drawn from 12 SMASEE Project pilot primary schools in Addis Ababa City who had involved in the INSET program of the Project. Data gathered from these participants through questionnaires and interviews and analyzed using frequencies, percentages and mean scores to summarize respondents‟ opinions on status of the Lesson Study approaches in the pilot schools. The findings of the study are important in determining whether the SMASE-INSET model is effective in helping teachers to examine and improve their classroom practice. Study findings indicated that teachers found Lesson Study to have some impact on their teaching by improving their ability to match instructional strategies to students' learning needs. However, the study has revealed that the Continuous Professional Development (CPD) program is inactive in visited schools and this hinders the smooth implementation of Lesson Study. What is more, the amount of time required for teachers to practice in Lesson Study, scheduling time to meet as a group, lack of administrative support and the lack of complete understanding of the Lesson Study process were identified as the major challenging factors for sustainable practice of Lesson Study in the pilot schools. Support for professional development, flexibility in scheduling and a commitment to change will help lesson study take hold. Efforts also need to be made to harmonize the lesson study activities with the existing CPD framework at schools

Item Type:	Thesis (Masters)
Subjects:	L Education > LB Theory and practice of education > LB2361 Curriculum N Fine Arts > NX Arts in general
Divisions:	Africana
Depositing User:	Vincent Mpoza
Date Deposited:	21 Jun 2018 08:51
Last Modified:	21 Jun 2018 08:51
URI:	http://thesisbank.jhia.ac.ke/id/eprint/5369

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