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DEBEREBERHAN UNIVERSITY, COLLEGE OF SOCAIL SCIENCE
AND HUMANITIES, DEPARTMENT OF CIVICS AND ETHICAL
STUDIES
A
THESIS
ON
CHALLENGES IN TEACHING CIVICS AND ETHICAL
EDUCATION IN ETHIOPIA: THE CASE OF SAYINTADJIBAR
PREPARATORY AND SECONDARY SCHOOL
Thesis Submitted to the Department of civics and ethical studies in Partial Fulfilment of the
Requirements for the Degree of Master of Arts in Civics and Ethical Studies
BY:
BELAY DEMISE
ADVISOR:
HAILEYESUSTAYE (PhD)
AUGUST, 2018
DEBERE BERH, ETHIOPIA
1
2
DEDICATION
...to
All people who are positive thinkers.
This thesis is dedicated to my family members and also my best brother Kinfegebreal Temechew who
took the lion carve up in contribution for my success and he made me who am I today.
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DebereBerhan University
College of Social Science and Humanities
Department of Civics and Ethical Studies
Letter of certification
This is to certify that the thesis prepared by Belay Demissie, entitled: Challenges in teaching civics
and ethical education in Ethiopia: The case of Saints Adjibar preparatory and secondary school, thesis
is submitted in partial fulfillment of the requirements for the degree of master of art in civics and
ethical studies and complies with the regulations of the University and meets the accepted standards
with respect to originality and quality.
Approved by Board of Examiners.
Name of Internal Examiner: --------------------------------Signature---------------------Date--------------
Name of External Examiner: ---------------------------------- Signature --------------Date--
I
Declaration
I, Belay Demisse, declare that this work entitled ―Challenges in Teaching Civics and Ethical
Education: The Case of Sayint Adjibar Preparatory and Secondary School, Amhara National
Regional State, Ethiopia‖ is my own work and study and that all source material used for the
study have been duly acknowledged. I have produced it independently except from the guidance
and suggestion of my research adviser Haileyesus.Taye (PhD). I solemnly declare that this thesis
has not yet been submitted to any other institution for the award of any academic degree,
diploma, or certificate. It is summated as my own the partial fulfillments of requirement for the
degree of MA in Civics and Ethical studies.
Signature---------------------------------------------
Date-----------------------------------------------------
I
ACKNOWLEDGMENTS
Above all, I would like to praise the Almighty God and his Mother Saint Marry for bestowing
upon me health, strength, patience and protection throughout the study period. Then, I would like
to express my heartfelt gratitude to my advisor Haileyesus Taye (PHD) for his continuous
support, and valuable comments by spent his precious time in commenting my work and
showing me the right directions that he found very important for the accomplishment of my
thesis. My deepest sense of gratitude goes my wife Hiwot Wodedegn for her continuous
encouragement and moral support in the course of my study. She has sacrificed so much and
helped me become who am now and placed me on the path where I am today. And also my
thanks are addressed to my brother Knifegebreal Temechew for his moral and material support in
the course of my study.And also I would like to say thanks to my brother Tadese Tibebu for his
advice and excellent support in preparing my thesis. Finally, My sincere gratitude also goes to
Sayint adjibar preparatory and secondary school vice directors, supervisors, teachers and
students for their genuine cooperation during data collection.
II
Table of Contents
ACKNOWLEDGMENTS I
LISTS OF ACRONYMS VI
ABSTRACT VII
CHAPTER ONE: Introduction 1
1.1 Background of the Study 1
1.2. Statement of the Problem 5
1.3. Research Question 7
1.4. Objectives of the Study 8
1.4.1. General Objective of the Study 8
1.4.2. Specific Objectives of the Study 8
1.5. Significance of the Study 8
1.6. Delimitation of the Study 8
1.7. Limitation of the Study 9
1.8. Definition of Key Terms 9
CHAPTER TWO: Literature Review 11
2.1. Overview of the Conceptualization of Civics and Ethical Education 11
2.1.1. Civics 11
2.1.2. Ethics 12
2.2. Historical Development of Civics & Ethical Education 13
2.3. Historical Development of Civics and Ethical Education in Ethiopia 15
2.3.1. Civics Education During Haile-selassie Regime 15
2.3.2. Civics Education During the Derg Regime 16
2.2.3. Civics Education in FDRE 16
2.4 .Challenges of Civics and Ethical Education in Ethiopia 17
2.4.1. Content and Context Related Problems 17
III
2.4.2. Weak Democracy 18
2.4.3. Improper Mode of Delivery 19
2.4.4. Lack of Role Model Teachers 20
2.4.5. Negative Perceptions and Attitudes 21
CHAPTER THREE: Research Methodology 22
3.1. Description of Study Area 22
3.2. Design of the Study 23
3.3. Research Method 23
3.4. Source of Data 24
3.4.1. Primary Sources of Data 24
3.4.2. Secondary Source of Data 24
3.5. Target Populations 25
3.6. Sample Size 25
3.8. Sampling Techniques 26
3.9. Data Collection Instruments 27
3.9.1 Questionnaire 27
3.9.2. Interview 27
3.9.3 Focus Group Discussion (FGD) 28
3.10. Data Analysis & Interpretation 28
3.11. Reliability and Validity of the Instruments 29
3.12. Ethical Considerations 30
CHAPTER FOUR: Analysis and Discussion 31
4.1. Introduction 31
4.2. Demographic Characteristics of Respondents 31
4.3. Challenges of Civic and Ethical Education in Sayint Adjbar preparatory and Secondary School 34
4.3.1. Teachers and students Perception towards Civic and Ethical Education 34
4.3.2. Content related challenges 40
IV
4.3.3. Mode of delivery and role model related challenges 45
4.3.4. Teacher qualification and theory-practice related challenges 50
4.4. Suggestions by Participants of the Study to Improve the Main Challenges in Teaching Civics and
Ethical Education 55
CHAPTER FIVE 58
5.1. Summary 58
5.2. Conclusions 59
5.3. Recommendations 60
APPENDEX -A 67
TEACHERS‘ QUESTIONNAIRE 67
STUDENTS‘ QUESTIONNAIRE 71
APPENDIX-C 75
SCHOOL ADMINISTRATORS‘ INTERVIEW 75
APPENDIX-D 75
Focus group discussion with social science teachers 75
APPENDEX –E 77
WOREDA EDUCATIONAL EXPERTS INTERVIEW 77
APPENDEX-F 86
Consent letter 86
V
List of table
Table 1sample respondents selected by purposive and proportional stratified sampling technique.
....................................................................................................................................................... 25
Table 2: Demographic characteristic of the study participant teachers, school administrative and
woreda educational officer. ........................................................................................................... 32
Table 3: Demographic characteristics of sampled students .......................................................... 33
Table 4: Distribution of teachers and students perception towards civics and ethical education . 34
Table 5: Teachers and Students Response on the Content of Civics and Ethical Education........ 40
Table 6: teachers and student response on method of delivery and role model related challenges
....................................................................................................................................................... 45
Table 7: teachers and students response on teachers‘ qualification and theory-practice related
challenges ...................................................................................................................................... 50
VI
List of Figure
Figure 1: Map of Sayint Woreda................................................................................................................. 23
VI
LISTS OF ACRONYMS
CEE Civics and Ethical Education
EPRDF Ethiopian People‘s Revolutionary Democratic Front
MOE Ministry of Education
TGE Transitional Government of Ethiopia
UNESCO United Nations Education, Science and Culture Organization
NGOS Non-Governmental Organizations
EU European Union
SIP School Improvement Program
VII
ABSTRACT
The main objective of the study is to assess the major challenges in teaching civics and
ethical education, in Sayint preparatory and secondary schools based on a case study and to
suggest possible solutions for the existing problems. Thus, descriptive approach mixed
research method (qualitative and quantitative) used to carry out the study. The participants
of the study were two hundred seventy three Sayint Adjibar Preparatory School students
and ten secondary and preparatory school civics and ethical education teachers, six social
science teachers, four school administrators and two woreda educational experts. Those
participants of the study were selected using purposive sampling method for school
administrator, woreda educational officer and teachers, and random sampling technique was
employed to select students. Data on the research topic were gathered by means of
questionnaires, interview, and focus group discussions. The findings indicate that there are
certain critical problems which affect teaching of civics and ethical education in the current
preparatory and secondary schools. Most of the problems are related to teachers’
performance in the field, text books’ content repetition; lack of subject matter professional
teachers, existing gap between theory and practice on issues related to civics and ethical
education, lack of role model teachers, negative society attitude to the subject matter and
teachers’ motivation towards civics and ethical education. Recommended solutions include
school community and teacher should be exemplary for students, civics and ethical education
curriculum and teaching materials should be developed by appropriate, experienced and
qualified expert, the subject should be given by qualified teachers in civics and ethical
education, the content should be revised by concerned body to avoid content repetition and
to balance between ethics and civics contents, teachers should be include theory and practice
in teaching civics and ethical education to encourage students participation.
Keywords: Challenges, Civics and Ethical Education, Preparatory and Secondary School
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CHAPTER ONE: Introduction
1.1 Background of the Study
Education is both a means and process of transmitting knowledge and civilization of a society for
the present and the future generations with the view to facilitate the continuity of knowledge.
(Okafor, 1988).Understanding of civic education differs from nation to nation, from race to race,
from place to place, or even from people to people (Heater, 1990). Varied interpretations come up
even within the same nation (Sears, 1994).
Etymologically, the word civics has been derived from a Latin word civitas, which means citizen,
or of citizen. This, in turn, takes civics to mean a discipline of knowledge dealing with day-to-day
affairs of the state and its citizens (Meron, 2006). In its latest use, the term civic and ethical
education has different nomenclatures in different countries (like civic education, citizenship
education, civic engagement, education for democratic citizenship, civic culture, political
education, moral education etc.
Civic education is concerned with three different elements: civic knowledge, civic skills and
civic disposition. Civic knowledge refers to citizens‘ understanding of the workings of the
political system and their own political and civic rights and responsibilities (e.g. the rights to
freedom of expression and to vote and run for public office, and the responsibilities to respect the
rule of law and the rights and interests of others). Civic skills refer to citizens‘ ability to analyze,
evaluate, take and defend positions on public issues, and to use their knowledge to participate in
civic and political processes (e.g. to monitor government performance, or mobilize other citizens
around particular issues). Civic dispositions are defined as the citizen traits necessary for a
democracy (e.g. tolerance, public spiritedness, civility, critical mindedness and willingness to
listen, negotiate, and compromise (See Jennifer Rietbergen-McCracken (n.d).
The term ―ethics‖ comes from the Greek term ―ethika or ethos‖ which means custom or habit or
character. Ethics is a means to decide a course of human action or conduct as right or wrong, or as
bad or good based on rational ethical principles and standards. It deals with the study of the
principles or standards of human conducts and action centering on the aspects of the right conduct
and the good life. It is an attempt to understand and critically evaluate our moral values and
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principles and to see how these relate to our conduct, actions, and social arrangements (Eyasu and
eta el, 2017:-1).
Ethics is a branch of philosophy that study the rightness and wrongness of human actions and
conducts. Ethics is the study of moral values that tries to determine which things are morally good
and which actions are morally right though reflecting on one´s moral standards or the moral
standards of a group or a society and asking whether they are reasonable. It
aims at developing standards that we feel are reasonable to hold, standards that we have thought
about and have decided are justified.
In ethics, we are concerned with what we ought to do, what consequences ought to be achieved,
and what sort of persons we ought to become. In other words, ethics is a normative inquiry and
not a descriptive one. It seeks to establish and prescribe norms, standards, or principles for
evaluating our actual practices. It is used to designate the philosophical task of discerning which
moral principles are rationally defensible and which actions are genuinely good or bad (Ibid).
Civics deals with politics and government, while ethics largely concerned with morality as social
judgment of what is good and what is bad in social life. However; they can be systematized as
integrated and unified field of study. In any case; both civics and ethics also concerned with how
legal, political, traditional, moral and cultural rules and values govern the relations among the
individual and the state, between individuals, and other social groups (Abebe & eta el, 2013:-1).
Modern Civic Education was first practiced in the educational system of the United States of
America in the beginning of the 20th century (Vasiljevi, 2009). Later, it expanded throughout the
world, including Ethiopia.
In Ethiopia civic education was introduced officially in the school curriculum during the Emperor
Haileslassie regime. It was given as moral education. During this regime, obeying the king was
equal with obeying God. Furthermore Birhanu (2012) describes that the education was designed
to promote the supremacy of the Emperor and his family. Meron (2006) further describes that
during the Emperor regime, the contents and methods of the subject was not secular rather it was
given in religious institutions and also it was given by religious leaders who could preach the
glory and unquestionable power of the king. However, the very purpose of the subject was to
shape the character of students in line with the Orthodox Christian faith to inculcate the sense of
3
obedience in the younger generation so that they could remain subservient to the prevailing
political, social and economic order (ibid).
Following the end of the Imperial regime, Derg came to power in 1974. However, civic education
was continued as school curriculum with different names, ideology and objective being named as
political education (Tekeste, 2006; Tesfaye et al, 2013). The military regime was allied to the
socialist ideology so that education of the time was a means of cultivating such ideology in the
society thereby to enable the revolution to move forward (Tekeste, 2006; Meron, 2006; Birhanu,
2012; Tesfaye et al, 2013).
To this end, the socialist regime introduced political education to better indoctrinate Ethiopian
students with Marxist-Leninist politico-economic and Ethiopian nationalism based on a socialist
ideology (Tekeste, 2006, Birhanu, 2012). After-1991 Ethiopian education policy is developed to
meet new national political, economic and social objectives. However in Ethiopia, as elsewhere in
the world, in 1990s citizenship education with the name of civic and ethical education has been
given much attention. This was due to the major socio- political development that took place in
the country (MoE, 2007; Girma, 2006; Akalewold, 2005).
The process of developing the new school curriculum, and the subject of civic education had
started even before the official inauguration of the FDRE (Yamada, 2011). In 1993, after two
years of discussion, the first curriculum on civic education was introduced. At first, the subject
was called Civic Education, but was then renamed civic and ethical education after a curricular
reform in 2000 (ibid).
The subject civic and ethical education has been regarded as an important means to inculcate the
ideas of democracy among citizens all over the country (ibid). With this understanding, Civic and
ethical education has started to be taught at the primary, secondary and higher education levels
(Gosa and Desta, 2014; Tesfaye et al, 2013).
It draws its contents heavily from political science, economics, philosophy, law, ethics and other
related disciplines (Ethiopian National Agency for UNESCO, 2001).The goal of civic and ethical
study can be realized by the active participation of citizens in a society. The extent and intensity
of citizen‘s active participation reflect the realization of the goals. (W.lance Bennet, 2003).Civics
education has been increasingly recognized as one of the mechanisms for preparing good citizens
who could play important roles in addressing the various problems of their societies, the desire
4
for good citizenship seems an agenda not yet addressed (Mulugeta et al., 2011; MoE,
2007;Akalewold, 2005).
Bawa (2011) argues that civic education as a means of producing informed, committed, active
and democratic, loyal, responsible, productive, and analytical citizen. Further Bawa (2011)
describes that, democratic citizens can only be produced by competent teachers who are also
democratic citizens conscious and motivated to teach civic education in schools. But inadequate
preparation of teachers, and not having enough teachers particularly trained in the fields of civics
education are challenges still the discipline faces. Thus today, it is easy to hear comments of
individuals on inefficiency of civics education to achieve the desired goals in Ethiopia and the
concern of schools in teaching and practice of civics education is not as hot issue as the years
1990‘s (Fetene, 2017).
The preparation of quality teachers is a challenging task in both developed and less developed
countries (Oats, 2014). Ethiopia is not an exception; it has faced challenges in the quest to train
civic education teachers tasked with the responsibility of molding democratic citizenry. The
nature and quality of civic education teacher training for democratic citizenship is key in enabling
the education system to realize a democratic dispensation. To apprehend a democratic
dispensation, there is need for existing programmers‘ through which civic education is taught to
be reviewed to meet emerging demands for the use of relevant and active pedagogical approaches
and proper understanding of citizenship. Teachers are key players in ensuring that lives of people
in society are improved (Ibid).Hence, teacher qualification should be linked to the society in
which teachers work.
Yet different research works have been done on the challenges and achievements of teaching
civics and ethical education in the country, to the knowledge of the researcher those challenges
are not studied in Sayint Adjibar preparatory and Secondary school. Thus, it is the intention of
this study to identify the main challenges in teaching civics and ethical education and to suggest
possible remedies to overcome the challenges in teaching civic and ethical education in the study
area.
.
5
1.2. Statement of the Problem
As MOE, (2005; 2006) cited in Birhanu (2016) civic education has got attention by the
government because it plays key role to build democracy and enhance prosperity. Even though
civics, as a subject, plays a significant role in community but it is not well acknowledged and
considered as a tool towards stability, agreement and responsible act of students. However, one
cannot deny that the cause for effective participation of youth in social and current affairs and
gained success remains civic thinking and civics education offered in schools (Fetene, 2017).
The subject has been given in Ethiopia at different schools level with the intention of creating
good citizens, who are equipped with virtuous characters and active participant in the overall
affairs of their country. USAID study in 2002 discovered that civic education role have an
enormous and positive impact on learners in comprehending and practicing key aspects of
democratic behaviors and attitudes.
The report claims that civic education helps students to know and identify public policy and
increases their political participation through exploring and studying local problems. It also leads
to more moderate, but still significant, differences in participants‗ knowledge about their political
system and about democratic structure sand institutions in general, and it also tends to contribute
to a greater sense of political efficacy.
Civic and ethical education has contributed its positive role in producing citizens who are active
participants on the democratic system of their country through teaching democratic values, ask
their constitutional rights that enable them to influence government decisions, polices and
strategies, contributed its positive role in guiding students‘ characters through teaching morality
and ethics that enable them to discharge their legal and ethical duties. It also helps them in
developing the desired civic knowledge, skill and dispositions (Gosa and Desta, 2014).
Civic and ethical teachers are expected to be exemplary and model to their students. They are
expected to "walk the walk, not only to talk the talk" they are expected to show good behavior to
their students. However, it is common to see demotivation and low morality among Ethiopian
teachers due to inadequate salaries, low respect and status of teachers, poor management and
leadership (Sarton et al,( n.d): Endalkachew,2016).This, in turn, adversely affects the proper role
that teachers should play in delivering quality education and building good character (ibid).Good
traits taught by the subject must be first reflected in the day-to-day activities of the teachers so
6
that students take a lesson from them. In line with this, the research is intended to identify
challenges faced in teaching civics and ethical education based on concrete case study done at
Sayint Adjibar preparatory and Secondary School.
Even though CEE in Ethiopia has its own achievements and it has also faced its own challenges
in implementing properly in secondary school. Among other, lack of appropriate and updated
teaching methodology and materials, lack of character building, imbalance of the contents of
civics and ethics, lack of opportunity for the learners to practice and exercise what they have
acquired in class, and existence of unnecessary contents redundancy at different grade level,
misbehave and abuse of power, Parents, Students and Teachers Association and their low
involvement in the affairs of their respective schools and improper mode of delivery.Sayint
Adjibar preparatory and secondary school is not far from the above mentioned problems in
teaching civics and ethical education. Though in my experience in teaching civics and ethical
education in Sayint Adjibar preparatory and secondary school the attention given to civics and
ethical education particularly is lower, for instance. Civics is being thought by teachers having
from different subject matter back ground or teachers who graduated in fields having less relation
with civics and ethical studies.
Here, woreda education office experts and the school directors assign someone among the staff
regardless of their backgrounds, which, of course, reduced the quality of teaching. Redundancy of
content, the disparity between theory and Practice, inaccessibility of value of civic and ethical
education towards the society or value of civic and ethical education are bounded or restricted at
school level, both student and teachers were focused on the cognitive domain, lack of role model
teacher to implement ethical values, improper mode of delivery, students mainly focused on the
rights without realizing their obligation. Civics and ethical education was also considered as an
instrument established to support the state propaganda by a number of people. And yet, civic
education is a science which is aimed to produce responsible citizens in this country. To this end
the study tried to identify the challenges in teaching civics and ethical education and to provide
solution to alleviate those challenges .As far as I know there is no research conducted on civics
and ethical education in Sayint Adjibar preparatory and secondary schools. Therefore the research
aims at identify the challenges in teaching civics education and produce data on the current status.
Though some study were conducted in the areas of CEE and similar related issues (see
7
Mulugeta.Y, 2015; Gosa.S, 2014; Ashenafi.Sh.2014and Fetene .B, 2017),still there is dearth of
research in the area of civic and ethical education in Ethiopia (Gosa .S and Desta .T, 2014).
Furthermore, the studies are not focused on challenges in civic and ethical education and are also
not case based. To mention some of the focus of those studies, for instance, Mulugeta.Y (2015),
study focuses on Effectiveness of Primary School Principals in Managing the Implementation of
Civic and Ethical Education Curriculum, Birhanu. J (2012) study focuses on the Role of Civics
and Ethical Education in the Development of Students behavior, and Ephrem .L (2014) focuses
on assessment of instructional radio broadcast: the case of civics and ethical education broadcast
to primary schools of Addis Ababa, and Fetene. B (2017) focuses on the role of civic and ethical
education in shaping of the students attitude in teachers education. But neither of them focused on
the challenges in teaching civics and ethical education. Therefore, this study tried to fill this gap.
1.3. Research Question
The following are the main research question that are addressed in order to identify, describe and
analyze, the main challenges encountered by civics and ethical education in Sayint Adjibar
Preparatory and Secondary School. The research attempts to answer the following specific
questions:-
1. How is civic and ethical education provided in Sayint Adjbar preparatory and Secondary
School?
2. What are the challenges of teaching civic and ethical education in SayintAdjibar
preparatory and secondary school?
3. How are the perception of teachers and students towards civic and ethical education in
SayintAdjibar preparatory and secondary school?
4. What teaching methods are used by teachers in teaching civics and ethical education in
Sayint Adjibar preparatory and secondary school
5. What contributions are expected from the school administrators and other concerned
bodies to overcome the challenges of teaching civics and ethical education in Sayint
Adjibar preparatory and secondary school?
8
1.4. Objectives of the Study
1.4.1. General Objective of the Study
The main objective of this study is to assess and forward suggestions solution for the main
challenges of teaching civics and ethical education in Sayint Adjibar Preparatory and Secondary
School.
1.4.2. Specific Objectives of the Study
The specific objectives of the study are:
To identify the challenges of teaching civic and ethical education.
To identify the possible mechanisms to overcome the identified challenges in the study area
To assess how civics education provided in Sayint Adjbar Secondary and preparatory School.
To assess the attitude of teachers and students towards civic and ethical education.
To describe the teaching methods used by teachers in teaching civics and ethical education.
To examine what contributions are expected from the school administrators and other concerned
bodies to overcome the challenges of teaching civics and ethics.
1.5. Significance of the Study
The study is expected to have the following significances:
This study attempts to investigate and identify the challenges and the mechanism used to
overcome the challenges of teaching civics and ethical education. This may contribute policy
makers, curriculum developers and other stakeholders at various levels to broaden their
understanding of the problem and the possible mechanisms to overcome the existing problems of
teaching civics and ethical education based on a case study. It would be used as reference to other
researchers who want to study the problem further and the study may also contribute to the
further development of the research in the area of civics and ethical education.
1.6. Delimitation of the Study
It is clear that conducting study in all secondary and preparatory school that found in South Wollo
Zone Administration will be advantageous in order to have a complete picture of the challenge of
teaching civics and ethical education. However in order to make the study more manageable, due
to resources and time constraints the study is delimited to Sayint Adjibar preparatory and
9
secondary school which is located 200km west of Dessie city. Moreover the study focused only
on civics and ethical education, it doesn‘t include other subjects provided in the school, which
may have merit for comparison.
1.7. Limitation of the Study
It is clear that it is not possible to conduct research without some limitations. The researcher faced
some problem when conducting this research, the problems encountered during the research work
includes:
Lack of documented data on the challenges of teaching civics education in Ethiopia
Lack of experience on research on the researcher side
Limitation of resources such as time.
Respondents were reluctant to fill out and return the questionnaires within the expected
time
Workload and sensitivity of the issue being studied was also other limitations. However,
the researcher has tried to limit these limitations by proper planning the research project
and addressing the problems timely in efficient and effective manner.
1.8. Definition of Key Terms
Civic Education: Civics education is branches of social science which deals with the rights and
responsibilities of citizens or it studies the theory and practice of free and open democratic society
( Yadav andNirmal,2007).
The process of educating citizens on their rights, duties and responsibilities to empower and
motivate them to identify what areas of the political and governance processes they can
effectively participate in; what they can do to influence political outcomes and thereby improve
the quality of governance at both local and national levels(Ibid).
Civic Skills: These refer to intellectual skills which enable the learner to understand the concept
of citizenship and to understand the mechanics at work in democracies. It also includes
participatory skills that enable the citizen to participate fully in society and afford them the ability
to critically evaluate and influence public policy (John Patrick, 1997).
10
Civic Disposition: This refers to the creation of a civic virtue which preserves and improves
democratic governance and citizenship. Civic virtues include understanding, tolerance, self
discipline and a dedication to human rights and equality (John Patrick, 1997).
Civic knowledge: Civic knowledge is concerned with the content or what citizens ought to know;
the subject matter, if you will. Or information and ideas citizens must have a grasp of if they are
to operate effectively in democratic societies (Murphy.D. 2003).
Ethics: The philosophical study of morality in human conduct or an idea or moral belief that
influences the behavior and attitudes of a group of people or a set of moral principle that deals
about what is morally good and bad. (htt://www.gnu.org Merriam Webster dictionary).
1.9. Organization of the study
The research has been organized having five chapters. The first chapter deals with background of
the study, statement of the problem, research question, objective of the study, limitation of the
study significance, delimitation and organization of the study. The second chapter deals with
review of related literature. The third chapters contain research methodology, sampling, data
collection tools and data analysis. The fourth chapter is the analysis and discussion part of the
study. The last chapter contains conclusions and recommendations part of the study.
11
CHAPTER TWO: Literature Review
2.1. Overview of the Conceptualization of Civics and Ethical Education
The subject civic and ethical education is derived from two different fields of studies: civics and
ethics. In spite of the fact that these two fields are interconnected with each other, to understand
the nature of each field of study and their ramification on civic and ethical education as a field of
study first it is better to look at the nature of each field of study independently.
2.1.1. Civics
Etymologically, the word ‗Civics‘ is derived from the Latin word ‗civitas‘ means citizen. Citizen
is a person who is a legal member of a particular political community mostly refers to a state. As
a lawful member of a particular state, a citizen is a person who fully exercises their rights and
responsibilities, which is in other words, citizenship. Citizenship is the relationship between the
individual legal member and the state (Abebe and eta el, 2013). Meron (2006) defined civics as
an education for citizens‘ which deals with the relationship between the government and the
citizenship. Both these words may have given birth to the social science known as ‗civics‘.
Similarly, civics as a field of study has been defined by many authors in different ways and times.
Most scholars defined civics as a branch of social science which deals with the right and
responsibilities of citizens.
Right and responsibility are the main concepts in civics as a field of study. These words are
commonly inclusive to each other; specifically, in democratic societies and states, rights and
responsibilities are indivisible. Sastry (2011) noted rights and responsibilities are reciprocal.
Rights are advantages, claims, privileges of legally recognized citizens in a political organized
community mostly referred to a state. Das (2006) in his book entitled ―modern political theory‖
defined rights are legal or moral recognition of choices or interests to which particular burden is
attached. For him, rights are justified and acknowledged expectations. It justified mean that when
one claims rights there shall be sufficient justification behind the claims and at the same time, the
claims should be recognized (ibid). Heywood (2004) in his book ―political theory‖ defined rights
as entitlements. For Heywood, rights are entitlements to act or to be treated in a particular way.
12
Duty is the responsibility of equally recognized citizens of a state. It is simply the expectations
from an individual citizen as a legal member of a particular state. Sastry(2011) defined duty as
fulfillment of a requirement. It can be moral, legal, parental, societal and civil duty. From the
legal point of view, for example, duty is the legal requirement (ibid).
Thus, fulfilling these responsibilities means performing one‘s citizenship responsibilities. In the
same way, Meron (2006) describe civics in any political and moral tradition deals with the duties
and rights of citizens. It enables citizens to aware of the rights; thereby, to take part in the
political, social, economic and cultural aspects of their country, and discharging them what they
should perform. Thus, Civic education is a subject which deals with the rights and duties of
citizens (Endalcachew, 2016).
As the ancient histories of Rome & Greece confirm, the two great states governed their various
affaires with the help of the rules founded by the then citizens of the time. They had their own
small city-states known as ‗civitas‘. After wards the word ‗civics‘ & ‗civitas‘ came to be seen in
English language & the words such as citizen & city came in to being. (Kassaye, 2001;
Assegdew, 2005, Alamirew; 2005 as cited in Birhanu.J, 2012).
According to Merone (2006),the history of civics dates back to the earliest theories of citizenship
in ancient time and civics as a discipline deals with, day-to-day affairs of the state & its citizen.
Civic education has a parallel development with democracy. Hence, it is fair to say that Athens
served as a foundation for the modern civic and ethical education and Athenian form of
democracy. Subsequently, the outbreak of revolutions in Britain (1688), America (1776) and
France (1789) contributed a lot for the development of civic education (ibid). This is explained by
the reason that those revolutions brought new democratic concepts and principles which, in turn,
paved the way for advancement of civic education in Europe and the world.
2.1.2. Ethics
The concept of ethics has been defined by many school of thought and ethicists‘ differently
indifferent ways and times (Micheale, 2017). Tena (2015) in his book entitled ―Morality and
Ethics‖ defined ethics in its etymological definition. He notes the word ‗ethics‘ is derived from
the Greek
13
Word ‗Ethos‖ means human tradition, custom, character‖. For Tena, ethics is the value given to
the human tradition, custom and character. Similarly, Rich (n.d.) defined ethics as a systematic
approach to know, analyze, and differentiate matters of right and wrong, good or bad, desirable or
undesirable, acceptable or unacceptable to the welfare of human. Phaneuf (2009) also defined
ethics as a branch of philosophy that deals with what one should or should not do. Likewise,
Sastry (2011) defined ethics as a normative science of human behavior in society, which identify
right from wrong, good from bad, proper from improper. Thus, ethics is the branch of philosophy
that deals with morality. Morality deals with human characters, which are subject to right or
wrong, good or bad (ibid).
2.2. Historical Development of Civics & Ethical Education
The Greece city state of Athens is said to be the first to organize civic education (Junedi, 2005).
Many writers (Turner, 1986; Resnick, 1990; Clarke, 1994) argue that conceptions of citizenship
began with the Greeks where all free men shared in the decision making and operation of
common affairs.
The education systems in Athens facilitated the development of responsible citizens and laid the
foundations for modern educational practices. Aristotle, for instance, pronounced that the primary
mission of education was to produce good and virtuous citizens for the polis (Aristotle in Meron,
2006).
In the medieval Europe, citizenship education was inter-twined closely to the church and to
religious education. This was because in the Medieval Europe there were close linkages between
the state and the church in all aspects. Thus, the state and church were partners in education.
Accordingly, Civic Education was given along with religious education (Meron, 2006).
During Renaissance, i.e. the revival of the human interest in the great learning and art of Greeks
and Romans, the church lost dominance over the state. In this way, religious influence on public
education that existed in a number of countries declined there by making education (including
Civic Education) secular or free from religious influence(Ibid).The founder of ethical thought was
said to be Socrates around the 5th B.C(Heater, 2004).
Meron (2006) states that Socrates ways of looking the Greek city-states formed the background
of the moral life, and according to the then Greek philosophers, a man who performed his duties
as citizen was regarded as a good man. Socrates in his dialogues to his student Plato initiated that
14
of ethics. When there was dialogue and argument between Socrates and Plato, others questioned
whether Socrates' argument was right or wrong. Thus, the question initiated serious ethical
thought in ancient Greece. That is why we say ethics first originated in ancient Greece (Socrates
in meron, 2006).
In the Medieval Period of Western Europe, ethics was developed by the Christian church,
whereas non-Western ethics was linked with the religious beliefs of Buddhism, Confucius,
Hinduism, and Islam. Even today, in tradition-oriented societies, ethics is usually a part of
religion. In societies less dominated by tradition such as ancient Greece and the modern west,
other justification is sought (Meron, 2006).
As Junedi (2005) cited in Fetene (2017) noted the social revolutions, which took place in, western
countries like Britain (1688), America (1776) and French revolution of(1789) contributed a lot for
the growth of modern civic education. Those revolutions emerged subsequently with modern
democratic concepts &, therefore, paved the way for the advancement of civics education in
Europe. Who carry out philosophical works to purify their old ethical thoughts).Later on scholars
and thinkers attempted to establish ethical code based on rationalism. All in all the development
of the subject matter, Greece has played crucial role by its great philosophers in the development
of the subject matter.
However, civic education became very popular in the 1990s, as tool for promoting democracy
(Browne, 2013).There are many factors for need to delivery civic education such as the
emergence of democratic states and multi-cultural societies, global injustice and inequality,
concern about civic and political engagement and the anti-democratic and racist movements
(Birhanu, 2012). Likewise, major factors that initiate interest in the teaching of ethical education
include: rapid changes in scientific output, increased cross cultural contacts, and weakening of
national boundaries due to expansion of internet, satellite TV and other media (ibid).Modern
Civic Education was first practiced in the educational system of the United States of America in
the beginning of the 20th century (Vasiljevi, 2009). Later, it expanded throughout the world,
including Ethiopia.
15
2.3. Historical Development of Civics and Ethical Education in Ethiopia
In Ethiopia, the name, contents and methods of civic education have been changing from regime
to regime. The deep-rooted religious and cultural values in the country have greatly affected the
contents of civic learning in particular. The nature and orientation of the prominent political
philosophy of a particular political system also determined the contents of civic education
(Meron, 2006). Therefore, it is better to see the historical development of civic and ethical
education separately in different period.
2.3.1. Civics Education during Haile-selassie Regime
2.3.1.1. Moral Education
Civic education was introduced to the school curriculum in Ethiopia during the Emperor Haile
selassie regime. It was given as moral education. This education was given to the Moral education
aimed at spreading the idea of the perpetual rule of feudal lords. It took the lead in inculcating the
values and tints of the Ethiopian Orthodox Church and the system of absolute monarchy (rule by
one). In order to pursue this objective, Orthodox Christian moral teachings were given in almost
all schools of the country by priests (Girma, 2006).
Education policy of Ethiopia had been motivated primarily by the intention of the king to
introduce ‘modernity‘ to the country. With the view of containing the traditional education
systems, mainly the church and Mosque education systems, the education system had been
instrumental to spread western cultures and influences. Such influence had been manifested by
the dependence of the sector on the expatriate staffs, Missionaries schools and the adoption of
foreign languages as medium instruction (Ibid).The preamble of the 1931 constitution explicitly
put that the king was elect of God. The king represented himself as right person, chosen by God,
to rule the people of the country moral education then was introduced with the view of
indoctrinating the values and the mores that were required to cement and perpetuate the
monarchical system and the power of the king in the country. Moral education was aimed at
inculcating values and disciplines on the children and the youth so that they could be loyal to the
king and the system (constitution of the emperor, 1955).
As we have seen from the experiences of democratic countries, Citizenship education is meant to
teach rights and duties of citizens. But in undemocratic systems such as Monarchy and military
16
governments, the purpose and contents of citizenship education focus on the duties and
responsibilities of citizens to the state and the political rulers. The basic assumption of
monarchical system is that the people are considered to be subjects, not citizens proper, and hence
they are not the sources of the political power.
2.3.2. Civics Education During the Derg Regime
2.3.2.1. Political Education
The Military Government, called Dergue, ruled the country for more than a decade without any
Constitution up until the adoption of the People‘s Democratic Republic of Ethiopia (PDRE)
constitution in 1987).Political education had been introduced in the formal educational
curriculum in both primary and secondary schools of the country. At elementary school level the
program used to be offered since grade four. The ultimate aim of political education was to lay
the foundation of socialism and socialist society in the country. It envisioned building up a
society on the teaching and principles of Leninism and Marxism. In line with Article 20 sub
article 2 of the PDRE constitution, Political Education was primarily aimed at creating awareness
among the young generation so that they would show up unreserved commitment and love for the
country and act as the guardian (protector) of socialism which had been declared as the official
ideological guideline of the government (PDRE constitution of 1987).
The fundamental objective of this political education was to create class-conscious and
hardworking body of citizens with national, international and scientific worldview. The
government introduced this program at various levels of the Ethiopian school system starting
from grade four. In general, political education was highly skewed to inculcating the socialist
ideology in the minds of the students (Meron, 2006).
The medium of instruction up to grade seven was Amharic. English substituted Amharic medium
of instruction starting from grade nine to grade twelve. In high schools complex themes such as
Marxism and Leninism, political economy, dialectical materialism, communism and socialism,
including, of course current affairs had been incorporated at each levels of high school level.
2.2.3. Civics Education in FDRE
Following the downfall of the Military government in 1991, The Education and Training policy
has been adopted in 1994. One of the general objective of the policy aims at ― Bring up citizens
17
who respect human rights, stand for the well-being of people, as well as for equality, justice and
peace, endowed with democratic culture and discipline‘‘. (MOE, 2004)
In Ethiopia, after the fall of the military regime, which had been in power since 1977, a new
constitution was adopted and the Federal Democratic Republic of Ethiopia was officially
established. The process of developing the new school curriculum and the subject of civic
education had started even before the official inauguration of the FDRE.
In 1993, after two years of discussion, the first curriculum on civic education was introduced. At
first, the subject was called Civic Education, but was then renamed Civic and Ethical Education
after a curricular reform in 2000(Shoko, 2011). Civic and Ethical Education has started to be
taught at the primary, secondary and higher education levels (Gosa and Desta, 2014; Tesfayeet al,
2013), drawing its contents heavily from political science, economics, philosophy, law, ethics and
other related disciplines (Ethiopian National Agency for UNESCO, 2001).
2.4 .Challenges of Civics and Ethical Education in Ethiopia
Effecting the successful implementation and delivery of programmes of civic education presents a
series of challenges to schools. There are a number of factors which limit the proper realization of
the purpose of Civic and Ethical Education. Even if civic and ethical education has been playing
its constructive contribution in promoting the democratic system of the country, its achievements
and contributions so far are not satisfactory (Endalcachew, 2016).
2.4.1. Content and Context Related Problems
Civics and Ethical Education in Ethiopian secondary schools faces some significant challenges.
Professional and pedagogical related challenges began with the ‘copy and paste‘ of curriculums
political science, philosophy and other fields of study for civics and ethics curriculum without
proper adoption and contexts. As a result, then curriculum doesn‘t focus on tools and skills for
student engagement in societal affairs in more active efforts (Gosa setu, 2018).
Pedagogical scientists share the same opinion that the contents and approaches of any school
subject are crucial elements for the successful of any curriculum (Branson, 1998).Further Gosa
(2018) describe the problem of teaching civics and ethical education in the school was time
allocated has not been equal as compared with other subjects. The schedules allocated to teach the
18
subject is inadequate. There are a lot of issues/lessons that required much time to equip students
with the necessary civics knowledge, skills and character.
To equip students with international and domestic legal frameworks, more schedules are required
in addition to other activities. There is also content imbalance between civics and ethics themes in
student text books and reference materials at different levels. Ethics has the most basic purpose of
Ethiopia‘s schools to teach students about moral responsibilities and social values. Students
should have moral and civic virtues (Jamieson, 2013).
Birhanu (2012), illustrate that the Ethiopian young people in moral crisis in the sense that they
have been manifesting poor manner of talking, dressing, disrespecting of elders and lacking of
discipline and poor implementation of the subject were attributed to lack of trained teachers, the
negative attitude of the teachers of the subject and other teachers towards the subject, shortage of
reference materials, lack of attention given by the concerned bodies (as MOE, 2006 cited in
Birhanu, 2012).
2.4.2. Weak Democracy
It is common to see an authoritarian tendency in Ethiopian schools administrations. School
principals are one stakeholders of the implementation of civic education. As one pillars of civic
education implementer, their behavior and activity should be democratic as can play great role in
shaping the students‘ behavior either negatively or positively (Tovmasya and Thoma, 2008).
As Al-Hedhiri (n.d) cited in Endalkachew, 2016) also interestingly stated the adverse effect of
undemocratic school administration on the students‘ character building as follows:
Achieving these civic education goals requires a democratic, participatory school
climate and a student-centered learning environment. Teaching democratic principle to
students living with authoritarian structures and cultures at school is not effective.
Indeed, it is counterproductive. Students see the glaring contrast between what they read in the
text books and what they experience in class and outside school. It is further stated that ―a school
climate characterized by a rigid, centralized bureaucracy and authoritarian administrator and
teachers will hinder the development of independent, responsible, and critical-thinking citizens‖
(ibid).
However, the prevalence of democratic school administration and work culture is yet immature in
some Ethiopian schools (Mulugeta, 2015).Some studies conducted on the issue underscore that
19
the leaders themselves misbehave and abuse their power. They did not demonstrate the basic
principles of democracy in their day-to-day activities and decisions like equality, transparency,
etc (ibid).
The manner school leaders treat staffs and students are negatively affecting the students‘
personal development and attitude of their future. Therefore, to achieve the purpose of civic and
ethical education, students should not be exposed to a huge gap between the democratic and
ethical values they are learning and the realities in the school, which they are living with. Thus,
school principals should be exemplary for students by actually practicing the values in the text.
2.4.3. Improper Mode of Delivery
Improper mode of delivery of Civic and Ethical Education is hampering the effort of building
good behavior and creating active and participant citizen who can play a role in the
democratization process of the country. To be precise, using plasma as a method of delivery is
affecting learners from acquiring the required knowledge and skill from the subject (Tesfaye etAl,
2013). This problem is prevalent at the primary and high school levels where plasma is being
employed. It is true to say that the method does not appropriately fit the very nature of the
subject. Civic education needs to be repeated often, be interactive and participatory
(Endalcachew, 2016).
Similarly, it is noted that participatory and interactive methods like role plays, problem- solving
activities, and mock political or judicial activities are best-received and appear to deliver better
and long-term results (ibid). The fact that plasma education is too fast, beamed only once, highly
dependent on an uninterrupted flow of electric power, delivered in English with no local language
support compromises the goal of education at large, let alone Civic and Ethical Education which
is interactive in nature(Tekeste, 2006). Thus, allowing Students to gain a face-to-face interaction
with their teachers will enable them to internalize democratic and ethical values and to exercise
them in the class.
UNDP (2011) has revealed the paramount role to be played by the government for civic education
to meet its goals. It stated that ―it is important that government is seen not just as one of a number
of potential partners but as the pivotal actor, the disposition of which will have a major impact on
the ability of civic education programs function and produce results‖ (ibid).
20
In line with this premise, it argued that government should make sure that necessary right of
assembly, expression, association and others are recognized and protected; active interests from a
variety of stakeholders, particularly civil societies are duly considered; provision of resources to
enable longer-term civic education initiatives to be undertaken. These pre-conditions of Civic
education are better satisfied in a state having a democratic government. However, Ethiopia has
no matured democracy (Birhanu, 2012). Civic education teaches students about their rights and
duties.
It theoretically empowers them to actively participate in the political, economic, social and
cultural affairs. It also acquaints them with the nature as well as power and duties of the
government. But, to exercise such rights and to participate in politics and question the
government when it deviates from its functions and duties, the political system needs to be
democratic and enabling. To practically involve in the democratization process of their country
based on the knowledge they have, the political environment should be participatory in the sense
that allowing different stakeholders to participate. However, this is not the case in Ethiopia. Thus,
civic and ethical education will remain to have only a limited role (ibid).
2.4.4. Lack of Role Model Teachers
It is rightly noted that ―teacher quality is crucial and has been globally accepted to be
significantly associated with the quality of education in general and students‘ learning outcomes
in particular‖ (Puhan et al, 2014 cited in Endalkachew, 2016). To further enhance the idea, it is
asserted that ―no system can rise above the status of its teacher‖ (ibid). Therefore, to better
transmit knowledge and help in developing students‘ understanding, attitudes, skills, learning, and
core values, teachers should have the competence.
It is also affirmed that ―they are role models within themselves for their students who,
consciously or subconsciously, emulate their behavior‖ (Ministry of Education, 2012). Therefore,
teachers should show good behavior to their students. However, it is common to see demotivation
and low morale among Ethiopian teachers due to inadequate salaries, low respect and status of
teachers, poor management and leadership (Sarton et al,(n.d): Endalkach (2016).This, in turn,
adversely affects the proper role that teachers should play in delivering quality education and
building good character (ibid).
21
2.4.5. Negative Perceptions and Attitudes
One of the challenges of civic and ethical education in Ethiopia is negative perceptions and
attitudes. The negative perceptions towards the subject are emanated from two problems. The first
problem is emanated from the perception of many university presidents, school principals and
directors and government officials look the subject as simple and any one can teach it (Micheale,
2017). This shows it has not got due attention as it deserves and appropriate support from
concerning bodies including government officials. Thus, lack of support and due attention from
concerned bodies has contributed its negative impact on the achievements of civic and ethical
education.
The second problem is emanated from the political nature of the subject. Many government
officials, teachers, students and the society associated it with the political ideology of the ruling
party. The problem is emanated from the wrong perception of the political education. There is no
doubt that civic and ethical education is the political education, but the question should be whose
politics the subject matter should address? (ibid).
During the Derg regime education in general and civic education in particular was allied to the
socialist ideology (Tekeste, 2006; Meron, 2006, Birhanu, 2012; Tesfaye et al., 2013). However,
Civic and Ethical education is the political education of the state. This is because; it is an
education which deals mainly with the political and legal aspects of the country. It teaches
citizens about the constitution and the democratic system of the country, which indicates the
political nature of the subject (Meron, 2006).Moreover, the historical legacy of the political
education of the military government has great impact on the current civic and ethical education.
Still, there are perceptions that civic and ethical education is allied to the current government
ideology (Micheale, 2017).
The study made by FDRE Policy Study and Research Center (2017) noted that at present the
subject teachers have faced difficulties from two sides. The first difficulty they face is from the
government side. They said the government looks the subject teachers as threats of the regime
from the perception that they are not teaching based on FDRE constitution rather they try to
promote their ideology upon their students. The second difficulty civic and ethical education
teachers‘ face is from the society; the society perceived the subject teachers as cadre of the ruling
party.
22
CHAPTER THREE: Research Methodology
3.1. Description of Study Area
Amhara Sayint Woreda is one of the 24 Woredas in South wollo Zone of the Amhara National
Regional states. The Seat of the Woreda Administration, Adjibar, is located about 189 kilometers
away from Dessie. The Woreda Office of Finance and Economic Development (WOFED)
forecast of 2009 E.C shows that, the Woreda had a population of 168,139 of who 84,171 are men
and 83,968 women. From the total population, 9695(5.8%) are urban dwellers and 158,444
(94.2%) are rural dweller. The majority of the inhabitants are the followers of Ethiopia Orthodox
Christianity; with 99% of the population reporting as the followers of that belief, and 1% is
Muslim.
The major portion of the study area is 22.8 % Weina dega, 34.64% Kola, 38.7% Dega, 4.1%
Wurech. The study area is bordered on the South by the South Gonder zone, Semada woreda, on
the west by the Mehale Sayint woreda, on the North by the Lega Ambo and Mehale Sayint
woreda and on the East by Mekedela and Tenta woredas. There are different governmental and
nongovernmental institutions in this woreda.
As described by the Woreda Government communication Affair report (2017), the area of
Woreda composed of 70% Gorges, while the rest 13% and 17% are mountainous and plains
respectively and Amhara Sayint Woreda is characterized by low and erratic rainfall with mean
annual rainfall of 219.75 mm that ranges from 437-2.5 mm. The temperature varies from a
minimum of 5°C to a maximum of 32°C annually and it has mean annual temperature of 22°C.
The Woreda occupies an area of 1,183.05 square kilometers, which is divided into 35 kebele
administrations (1 urban and 34 rural). Subsistence agriculture is the dominant economic activity
that engaged about 85 percent of the population according to the 2009 report of the Woreda
Office of Finance and Economic Development (OFED, 2009).
Sayint Adjibar Preparatory and Secondary School was established in 1985 E.C and one of the
oldest schools in south wollo zone. At this academic year (2017/10) the school has a total of
1110 students. The reason for selecting the site is that the researchers ‗familiarity with the area is
considered as an additional advantage to conduct fieldwork in the area. The researcher know
23
about the background information of the area, the language, the culture, and tradition of the
people makes it easier to work in the school community and additionally no civic and ethical
education study has ever been conducted on the area under the proposed title. Because of this the
researcher also motivated to select the site.
Figure 1: Map of Sayint Woreda
3.2. Design of the Study
To conduct this study, the researcher applied a descriptive survey research design. Because
descriptive research includes surveys and fact-finding enquiries of different kinds. Descriptive
studies in education are useful in describing activities and challenges in the area of education.
Programs and practices are often the focus of descriptive studies in education. A descriptive
survey method is employed on the assumption that it helps to gather a large variety of data related
to the problem under the study. To be specific, respondents‘ opinion on the issues, which are
gathered through interviews and focus group discussion, are analyzed and interpreted
qualitatively, whereas the quantitative data collected using questionnaires.
3.3. Research Method
The study employed both qualitative and quantitative methods to assess the challenge of teaching
civics and ethical education. The qualitative method is used for the collection and analysis of
subjective opinions, attitudes and views of people during interview and FGD. The qualitative
information extracted from interview and FGD was grouped into thematic categories and has
24
been analyzed qualitatively. This could support quantitative data which has been collected using
questioner and analyzed using simple descriptive statistics.
Quantitative research approach is employed to analyze data in descriptive statistics manner
because quantitative research design used precisely quantified and generalize about the
population based on sample data. The reason why the research using such a mixed methods were
to gather that was not be obtained by adopting a single method and for triangulation so that the
finding with a single approach could be substantiated with others wherever possible. Qualitative
data gives rich information about the process in certain specific setting and helps to understand
what people say with words, gestures, tones and other means (New man, 2000).
In a mixed concurrent approach, two or more data collection instruments were administered
within the same time frame. The researcher collected three forms of data (questionnaire interview
and focus group discussion) at the same time during the study, and then integrated these data into
the interpretation of the overall results (Creswell, 2003).
3.4. Source of Data
To undertake this study data were collected from both primary and secondary data sources. The
methods of colleting primary and secondary data differ since primary data are to be originally
collected, while in the case of secondary data the nature of data collection work is merely that of
compilation.
3.4.1. Primary Sources of Data
Primary data are those which are collected a fresh and for the first time and thus happen to be
original in character. There are several methods of collecting primary data, particularly in
descriptive study. Important ones are: FGD, interview, questionnaires schedules and other
methods. For the purpose of this study the primary data collected by using interview, from the
school administration,woreda education experts and FGD from social science teachers to get wide
information from large number of respondents related to the challenges in teaching civics and
ethical education in Sayint Adjibar preparatory and secondary schools.
3.4.2. Secondary Source of Data
Secondary sources of data are those which have already been collected by someone else and
which have already been passed through the statistical process Kotharin (2004). The researcher
25
has used Policy document, manuals, reports, books, previous research output, public conference
paper, journals, internet, unpublished material consulted and articles, used as a secondary Source of
data.
3.5. Target Populations
The target population of this particular study includes students from grade 9th
-12, teachers in
Sayint Adjibar preparatory and secondary school, school administration and woreda educational
experts as the major participants of the study. This selection of the target population purposively
done because students come from the different parts of the woreda and students have long
experience about the subjects learning and teachers has taught for at least 5 years in more than
one school and have the best practical experience on the issue to fill and be active participants of
the; FGD and interviews. Sayint Adjibar preparatory and secondary school have1100 students and
70 teachers as well as 4 school principals.
3.6. Sample Size
Table 1sample respondents selected by purposive and proportional stratified sampling technique.
Population
Size of total Population
Sample size take in
each Population
Male Female Total Male Female Total
grade 9 students 183 128 311 51 32 83
grade10 students 115 91 206 34 21 55
grade 11students 174 104 278 44 30 74
Grade12
students
110 195 305 35 46 81
School
administration
4 0 4 4 O 4
Civics teachers 7 3 10 7 3 10
Socialscience
teachers 21 12 33 5 1 6
Woreda educational
experts 5 1 6 2 0 2
Total 1130 315
26
As indicated in table 1, From the above specified population 4 members of the school
administrative body, 10 civics teachers,6 members of the social science teacher, 293 students , 2
woreda education experts were selected to provide their responses. The sample size could be
delimited to these participants for that they are directly involved in schools in case of Sayint
Adjibar preparatory and secondary school.
3.8. Sampling Techniques
As to the sampling technique, comprehensive, purposive and proportional stratified random
sampling techniques were used. Purposive sampling technique was employed to select social
science teachers‘ relatively long years of experience at preparatory and secondary school and
school administrative and woreda educational experts. Concerning civic and ethical education
teachers were selected by using comprehensive sampling technique. Because of their being too
much near to the topic of the study and their position and expected information sources.
Regarding the students‘ samples, from the total 1100 sayint preparatory and secondary school
students, the researcher determined the sample based on the following simplified formula
proposed by (Yamane ,1967 as cited in Mohammed ,2017) by considering the above size of target
population.
When, n is sample size, N is the population size and e is the level of precision. A 95% confidence
level and e = 0.05, assumed for determining sample size for this study. Accordingly, the sample
size for the study was calculated to be 293 using the following sample size calculating formula.
n=1100/1+1100(0.05)² = 1100 /1+2.75
=1100/3.75 =293.3 ≈ 293
Based on the above formula 293students are selected from the total population as a sample size.
Regarding to determine the sample size of students from each grade level the researcher use
proportional stratified randomly sampling methods.
27
3.9. Data Collection Instruments
In this study, the researcher employed questionnaire, interview and focus group discussion as data
collection instruments to collect relevant data.
3.9.1 Questionnaire
According to Dornei (2007) questionnaire is one of the instruments used to collect data for study.
The questionnaires used in this research are aimed at acquire necessary quantitative data for the
research. The questionnaires have been consisting of respondent‘s demographic information and
both open ended and closed ended question. The questionnaire was designed using Likert five
point scales. Likert –type scale according to Best and Kahn (2006:330) ―helps the researcher to
collect a number of statements about the subject under investigation‖. Primary data has been
collected from teachers and students using questionnaire. Hence, the researcher prepared 303
questionnaires having 38 items, which were distribute for each respondent. The questionnaire
includes both open ended and close ended questions. Two hundred eighty three (283) respondents
filled out the questionnaire correctly from the total 303respondents. Two sets of questionnaires
are used. One set of questionnaires are administered to teachers and the second one would
administered to students.
The questionnaires were also administered in local language (Amarigna) for the sake of clarity
and to make it easily understandable for the respondents.
3.9.2. Interview
Regarding interview, the researcher applied an in-depth interview; the researcher used the
interview to know specific information, which are compared and contrasted with information has
gained in other interviews. To do this, the same questions were asked in each interview. On the
other hand, the researcher made the interview to remain flexible so that other important
information is arising from the conversation. The interview was conducted with 4 school
administrators and 2 woreda educational officers within specific time limits that were not more
than 60 minutes. The informants were selected through purposive sampling; the assumption was
all these informants have rich experience and knowledge with the challenges of teaching civics
and ethical education.
28
3.9.3 Focus Group Discussion (FGD)
A focus group discussion is a discussion made by a panel of 5-8 respondents led by an
experienced and trained moderator. The moderator should be equipped with sufficient skill so that
he/she can maintain a high degree of interaction among group members of the FGD.
The qualitative data produced through focus groups discussion are used to enriching the data
collected by other data collection instruments. Thus, question for group discussion were
employed to collect crucial information from the selected teachers. In order to get sufficient
information guiding question was prepared. Focus group discussion (FGD) was used in this study
because they are an efficient and interesting ways of gaining insight in two ways in which people
share their knowledge and argue their different point of views( Best and James,2004).
The numbers of participants in the focus group discussion were 6 Social science teachers from
Sayint preparatory and secondary school, one focus groups are organized and the discussions
were conducted within social science teachers. The discussion was held in a silent environment in
which participant feel comfort in order to extract opinions and to share ideas and perceptions
through group interaction. The researcher acted as a facilitators and ask pre-determined open
ended questions which the participants expected to answer.
The discussion helps the researcher to gather information regarding the challenges of teaching
civics education and how civics education implemented the school. Moreover, the discussion
helped to gather data from people having similar back ground or experience. The discussion is
based on specific topics, which are in tandem with interest of the researcher discussion can be
used to explore the meanings of survey findings that cannot be explained statistically, the range of
opinions/views on a topic of interest and to collect a wide variety of local terms.
3.10. Data Analysis & Interpretation
The collected data has been coded, tabulated, categorized and organized according to the nature
of the data. Data is entered; code and analyzed using the ―Statistical Package for the Social
Sciences‖ (SPSS) version 20 software. SPSS is a package of programs for manipulating,
analyzing, and presenting data; the package is widely used in the social and behavioral sciences.
(Landau et al.; 2004:1).
The Likert Scale applied, for each statement that has been computed to significant figures
by converting the categorical replies to a numerical scale, where values of 5, 4, 3, 2, and 1 was
assign for ‗strongly agree‘, ‗agree‘, ‗undecided‘, ‗disagree‘, and ‗strongly disagree‘ respectively.
29
The values contained ‗strongly agree ‘, and ‗agree‘ considered as agree; ‗undecided‘ as undecided
and ‗disagree‘ and ‗strongly disagree‘ as disagree for the translation of a variable into
measurement. According to Oxford‘s (1990) frequency scale, variable scores between 3.5 and
5.0 are regarded as high in frequency, and scores between 2.5 and 3.4 are viewed as medium
those variables that score between 1.0 and 2.4 are considered as low.
Among the tools mean and standard deviation were used to determine the significant value
of the study. These data are used to explain and enhance the statistical data drawn from the
quantitative data of the study. Overall, both quantitative and qualitative data analysis techniques
were employed. Descriptive data analysis techniques i.e. frequency counts and percentage were
employed in order to analyze quantitative data. Besides, qualitative data gathered through
interviews, and focus group discussion part was thematically analyzed through narration and
description.
3.11. Reliability and Validity of the Instruments
Checking the validity and reliability of data collecting instruments before providing for the actual
study subject is the core to assure the quality of the data. In order to check the reliability and
validity of the questionnaires, pilot testing was made in the sample school. To ensure validity of
instruments, the instruments were developed under close guidance of my advisors and also two
civics and ethical education instructor of Wollo University were invited to provide their
comment.
For this study to measure the reliability of this research the researcher used internal consistency
(Cronbach alpha) technique was considered to measure the consistency of respondents ‗response
and it is the most common measure of reliability. Reliability coefficient of .70 or higher is
considered "acceptable" (Garth, 2008). The cronbach alpha reliability coefficients of students and
teachers‘ questionnaires were found to be 0.984 and 0.987 respectively. After the reliability and
validity of the questionnaires were checked, the necessary measures were taken to make the
instruments more reliable and valid.
30
3.12. Ethical Considerations
All the research participants included in this study were appropriately informed about the purpose
of the research and their willingness and consent are secured before the commencement of
distributing questionnaires. Regarding the right to privacy of the respondents, the study
maintained the confidentiality of the identity of each participant. In all cases, names are kept
confidential .After getting permission from the Sayint Adjibar preparatory and secondary school
director, the researcher had started to collect data.
31
CHAPTER FOUR: Analysis and Discussion
4.1. Introduction
The chapter deals with analysis, interpretation and presentation, of data gathered from
questionnaires, interviews and focus group discussion. The chapter comprises two major parts.
The first part presents the characteristics of sample population involved in the study. Thus profile
of the study group was discussed in terms of sex, major field of study, grade level, educational
status and service of respondents in year. Part two of this chapter deals with the analysis and
interpretation of the study. Questionnaires were distributed to participants (teachers and students)
were returned. Thus, the quantitative as well as qualitative analysis of data was employed in this
chapter. The qualitative part was supposed to be corresponding to the quantitative analysis. For
interviews and focus group discussion were belongs to qualitative data.
4.2. Demographic Characteristics of Respondents
By describing characteristics of the respondents, it is possible to know some background
information about the sample population who participated in the study. The following tables show
the general characteristics (sex, age, educational background, major field of study and grade
level,).
32
Table 2: Demographic characteristic of the study participant teachers, school administrative and woreda educational officer.
N
o
Respondents
Items
Teachers Social science
teachers
School
principals and
supervisor
Woreda
Educational
experts
Frequ
ency
% Frequ
ency
% frequen
cy
% Freq
uenc
y
%
1 Sex Male 7 70 6 100 4 100 2 100
Female 3 30 0 0 0 0 0 0
Total 10 100 6 100 4 100 2 100
2 Major
field of
study
Civics 4 40 1 16.7
Geography 2 20 1 16.7
History 3 30 1 16.7
Language 1 10 2 33.2
Others 0 0 1 16.7 4 100 2 100
Total 10 100 6 100 4 100 2 100
3 Educat
ional
status
1stDegree 10 100 4 66.5 1 25 2 100
2nd
Degree 0 0 2 34.5 3 75
Total 10 100 6 100 4 100 2 100
4
Total
year of
service
1 to5 1 10 1 16.6
6 to10 6 60 3 50
11 to15 2 20 2 33.4 4 100 2 100
Above 16 1 10
Total 10 100 6 100 100 100
Source: Field survey (2010)
As can be seen from item one in Table 2 in relation to sex distribution of teachers 30%the
respondents are female and the rest 70% are male. This indicates that the majority of are males
and the number of female civics teachers in sayint djibar preparatory and secondary school were
low as compared to males. Thus, male dominance over females was observed.
33
The table indicated that the principals of the selected school are male. These data clearly reveals
that the participation of female in administrative position in the preparatory school is low and no
female principals. The same table clearly observes that most teachers teach civics education
without specialization. Even teachers from other discipline were involved in civics and ethical
education teaching. The statistics shows only four teachers were graduated in civics, but the rest
were out of the civics discipline. For instance one teacher was involved for civics teaching from
language, two teachers were from Geography and three teachers from History. From the above
data we can inferred that the area is still neglected and nonprofessional teachers are involved in
teaching civics and ethical education.
Table 3: Demographic characteristics of sampled students
No
Items
Alternatives
Frequency
Percentage (%)
1
Sex
Male 164 60
Female 109 40
Total 273 100
2
Age
Below 15 4 1.5
16 to 20 193 70.7
21 to 23 76 27.8
Total 273 100
3
Grade
level
G-9 63 23.07
G-10 55 20.14
G-11 74 27.12
G-12 81 29.67
Total 273 100
Source: Field survey (2010)
The background information of the respondents in table 3 above indicated that, out of the 273
respondents of sayint preparatory and secondary school students, 60% were male, only 40% were
female. This discloses that there is a slight difference between male and female students in
enrollment in selected preparatory and secondary school.
With regard to the age of the students, the majority (70.7%) fall in the age category of 16-20
,(27.8%) were fall between the age group of 21-23 years and oly1.5% were aged below 15years .
As the data indicate, the majority of the students (70.7%) are between the ages of 16-20. This is
dependable age to identify problems in teaching and learning process.
34
The grade level of respondents shows that, about 29.67% of the respondents were grade twelve,
27.12% of them were grade eleven and the rest 20.14% and 23.07% of the respondents were
grade10th
and 9th
respectively. This data shows that majority of the students were preparatory
students. This helps to have good understanding on changing issues. This also helps to generate
more diversified outstanding ideas on the challenges of teaching civics and ethical education.
4.3. Challenges of Civic and Ethical Education in Sayint Adjbar preparatory
and Secondary School
In this part of the analysis and discussion, challenges of civic and ethical education as perceived
and discussed by participants of the study are statistically described, thematically organized and
analyzed.
4.3.1. Teachers and students Perception towards Civic and Ethical Education
On the question regarding how are the perception of teachers and students towards civics and
ethical education, findings are based on key statements revolving around the school community
see civics education as easy; the government official give attention for the implementation of
civics education; currently civics education brought ethical citizen; the school community
attached civics education with the ideology of the ruling party; civics education has equally
treated with other subjects; problem of narrow conception of civics education in your school;
teachers are interested and confident to teach civics education and external environment affect
teaching civics education. In the following table, the researcher analysis and discussion the
distribution on the perception of teachers and students towards civic education based on their
level of agreement on a statement.
Table 4: Distribution of teachers and students perception towards civics and ethical
education
NO
ITEM Re
sp
on
se
s
No of respondents by categorization
Teacher Students Mean St.devati
on N
o
% No % Teac
hers
stude
nts
teac
hers
stud
ents
1 The school community and
woreda educational
administration perceived
1
4.10
4.45
1.19
7
0.6
96 2 2 20 4 1.5
3 20 7.3
35
civics as simple and any one
can teach it.
4 3 30 98 35.9
5 5 50 151 53.3
2 Government officials, woreda
education office and school
administrative give attention for
the effective implementation of
civics and ethical education.
1 2 20 102 37.4
2.0
1.79
0.66
7
0.7
55 2 6 60 136 49.8
3 2 20 25 9.2
4 10 3.7
5
3 Currently civics and ethical
education teaching in the school
brought ethically good and
responsible citizen.
1 6 6 163 59.7
1.4
1.4
0.51
6
0.4
91 2 4 4 110 40.3
3
4
5
4 The school community attached
civics teachers and the subject
with the political ideology of the
ruling party.
1 40 14.7
4
4.33
0.66
7
0.9
35
2 33 12.1
3 2 20 53 19.4
4 6
60 147 53.8
5 2 20
5 I believe that civics and ethical
education has equally treated with
other subjects.
1 2 20 21 7.7
1.8
2.29
0.42
2
0.8
62 2 8 80 201 73.6
3 51 18.7
4
5
6 In your school there was a problem of narrow conception or misunderstanding of civic education
1 6 60 21 7.7
2.6
2.55
0.51
6
0.7
9 2 4 40 235 86.1
3 17 6.2
4
5
7 Most teachers are interested and confident to teach civics and ethical education.
1 2 20 75 27.5
1.8
1.99
0.42
2
0.3
7 3 2 8 80 155 56.8
3 20 7.3
4 23 8.4
5
8 External environment highly
affect teaching civics and
ethical education.
1
4.1
4.17
0.31
6
0.7
35 2
3 54 19.8
4 9 90 118 43.2
5 1 10 101 37.0
Average mean and
st.devation
2.73 2.82 0.59
6
0.6
7
N.B; 1=strongly disagreed, 2= disagree, 3=medium, 4= agree, 5=strongly agree
Source: respondents Survey 2010/2018
As it is observable from Table 4 item one indicated respondents were asked the school
community and woreda educational administration consider civics and ethical education as simple
36
and any one can teach it. In relation to this item few of the respondents 2(20%) of teachers and
4(1.5%) of students replied their disagreement. On the other hand 20(7.3%) of students
respondents were on the undecided position. Whereas the majority of the respondents i.e. 8(80%)
of teachers and 249(89.2%) of students respondent agreed on the issue. In addition to this the
mean value for this item is (M= 4.10 SD=1.197) teachers and (M=4.45 SD=0.696),so this
strengthens the frequency value since it was indicated before that the number 4.10 and 4.45
viewed as high which indicates that the respondents have almost similar responses and the issue
is common for all respondents.
According to Oxford (1990), the frequency scale of this item is high and the majority of the
respondents agreed on this issue. So from this it is possible to understand that ―the school
community perceived the subject is easy and any one teaches. This finding is supported by the
focus group discussion participants‘ presented the following description: The school community
even the society perceived that due to the simple and political nature of the subject, where ever
you come from the different subject background you can teach it.
With regard to item two ―government officials, word educational office and the school
administration give attention for the effective implementation of civics and ethical education‖
indicates their responses the majority of the respondents i.e. 8(80%) teachers and 238(87.2%)
students responds that they do not give attention for the implementation of civics and ethical
education. Whereas 2 (20%) teaches and 25(9.2%) students were undecided to the statement. On
the other hand few of students respondents i.e. 10(3.7%), said that they give attention for the
implementation of civics and ethical education. Moreover, the mean and standard deviation value
of this item (M= 2.0, SD=0.667) teachers and(M=1.79SD=0.755) students so this supports the
frequency value since it was indicated before that the number 2.0 and 1.79 viewed as low which
indicates that the respondents have almost similar responses and the issue is common for all
respondents.
This shows it has not got due attention as it deserves and appropriate support from concerning
bodies including government officials. Thus, lack of support and due attention from concerned
bodies has contributed its negative impact on the achievements of civic and ethical education.
Key educational experts during interview also strengthened the idea that lack of appropriate
37
support from the concerned body has contributed for the negative achievement of civics and
ethical education as an expected.
According to the third question raised on the above table concerning the current civics and ethical
education teaching in the school bring ethical citizen, the majority of the
respondents10(100%)teachers and 273(100%) students disagree to the statement. And its mean
and standard deviation value of this item (M= 1.4, SD=0.516) teachers and (M=1.4 SD=0.491)
students so this supports the frequency values. This shows that all of the respondent responds
disagree and in the school civics and ethical education was provided but it did not produce
ethically good and responsible citizen. Concerning item four, the question asked the school
community attached civic and ethical education teachers and the subject with the ideology of
ruling political party.
Accordingly 73(26.8%) of the respondent students rated their disagree to the statement. Also,
about 20(20%) teachers, 53(19.4%) students responded do not reveal their agreement. On the
other hand the majority i.e. 8(80%) teachers and 147(53.8%) students agree on the issue raised
with (M=4.0, SD=0.667) teachers and (M=4.33 SD=0.935) students. So majority of respondents
confirmed that civics teachers and the subject were attached the leading political party ideology.
This implies civics and ethical education teacher considered as a cadre of the ruling political
party.
As one of the respondents argued that, the main challenges in the field of civic education was
looking at the narrow conception or misunderstanding of the society such as perceptions that civic
and ethical education is allied to the current government ideology in to the Ethiopian society and
the society perceived the subject teachers as cadre of the ruling party as well as to look the subject
as simple and any one can teach it.
This was confirmed by the idea as; the historical legacy of the political education of the military
government has great impact on the current civic and ethical education. Still, there are
perceptions that civic and ethical education is allied to the current government ideology in to the
Ethiopian society (Micheale, 217).Further Micheal noted the idea that at present the subject
teachers have faced difficulties from two sides.
The first difficulty they face is from the government side. They said the government looks the
subject teachers as threats of the regime from the perception that they are not biased to the FDRE
38
constitution rather they try to promote their ideology upon their students. The other problems of
civics and ethical education teachers‘ face are from the society; the society perceived the subject
teachers as cadres of the ruling party.
As it can be seen from the above Table 4 of item five respondents were asked civics and ethical
education has treated with other subjects equally. To this end, about 18.7% of student respondents
are undecided. On the other hand, about 10(100%) teachers and 222 (81.3%) students were
students reviled disagreeing on the statement. And its mean and standard deviation value of this
item (M= 1.8, SD=0.422) teachers and (M=2.29 SD=0.862) students so this supports the
frequency values. This shows that there is no equal treatment civics and ethical education with
other subject or there is discrimination.
In addition to the above discussions, interview was held with woreda educational experts and
school administration on the issue in the study area, accordingly they assured that the subject
matter, civics and ethical education does not have equal value with other academic subject
matters and better awareness has not been created so far among the society. People do not
understand the relevance of civics and ethical education for other subjects. Still there are many
people who considered civics as a worthless matter to impart knowledge.
With respect to the problem of narrow conception of civics and ethical education in your school,
6(6%) teachers and 21(7.7%) of students strongly agree with the statement and 4(40%) teachers
and 235(86.1%) of students responds agree.Only17 (6.2%) of students responds don‘t reveal their
level of agreement on the statement with (M=2.6, SD=0.516) teachers and (M=2.55, SD=0.79)
students support the frequency values. The results show that 100% teachers and 93.8% students
agreed that they had a narrow conception of civic education which proved to be a challenge in the
delivery of civic education. This shows both teachers and students agreed that lack of students
interest towards civics and ethical education teaching.
The information gathered through interview from, principals and supervisors, also revealed that
students lack of interest towards civics education affect the education system in general and the
effective implementation of civics education in the school, in particular. One of the Principals
said that ―because of students lack of interest to the subject, teachers are not motivating students
to do different activities‖, most of the students have negative attitudes towards civics education
and this hampered the teaching-learning of civics and ethical education according to the finding.
39
The other question raised to respondents were, whether teachers were interested and confident to
teach civics and ethical education in this regard majority of the respondents i.e. 10(100%) of
teachers and 230 (84.3%) of students reviled that disagree on the statement raised in the same
table. Only 20(7.3%) and 23(8.4%) of students responded undecided and agree respectively with
(M=1.8, SM=0.422) teachers and (M=1.99, SD=0.373) students strengthens the frequency value.
This indicates that teachers didn‘t have any interest and confident to teach civics and ethical
education.
Besides, in the open ended part of the questionnaire, teachers specified that they are not qualified
in civics and ethical education and lack of interest of students to learn civics and ethical
education. The FGD participants substantiate the idea or reason why teachers lack interest and
confident to teach civics and ethical education was the school community considers civics
teachers as a cadre of the ruling political party.
The last question asked whether external environment highly affect or no teaching civics
education. The result showed that more than half of the respondents 9(90%) teachers, 118(43.2%
students agree and 1(10%) teachers101 (37%) were strongly agree to the statement. On the other
hand about 54(19.8%) students‘ responds undecided to the statement. In addition, this finding was
supported by mean and standard deviation value (M=4.0, SD=0.316) teachers and (M=4.17,
SD=0.735). This shows that the external environments highly affect teaching civics and ethical
education according to the finding. Researches finding consistently have shown that there are
many factors which have great impact in shaping students behaviors. For example, the influence
of peer, family, neighbor and society play significant role in shaping students behavior. When
their peers are actively engaged in harmful practices such as using drugs, alcohol, smoking
cigarette, and chewing chat, are likely to engage in similar activities. This leads students to be
exposed to corrupt persons in and out of school, which have negative impact on their character
(Endalkachew, 2016).
Moreover, Micheale (2017) said when they go to the external environment, most of the time they
do not observe the democratic and constitutional principles and values are not practiced on the
ground. Thus, these lead students to assume civic and ethical education remains paper value and
do not give it value.
40
4.3.2. Content related challenges
The other issue addressed in this research is related to the content of the subject matter of civic
and ethical education. The guiding statements revolving around civics and ethical education has
content redundancy; civics education address all domains as equally; civics education text book
has content imbalance between civics and ethics; civics education achieve its objective; all topics
which are included in the text book are relevant in respective grade level; effective
implementation of civics education in the school and the government use civics and ethical
education to implement its policy.
Table 5: Teachers and Students Response on the Content of Civics and Ethical Education
NO
ITEM Res
pon
ses
No of respondents by categorization
Teaching Students Mean St.devation
No % No % teac
hers
stude
nts
teac
hers
Student
s 1
Civics and ethical education
text books have content
redundancy.
1
4.2
4.19
0.42
2
0.421
2
3 3 1.1
4 8 80 215 78.8
5 2 20 55 20.1
2 Civics and ethical
education addressed civic
knowledge, skill and
attitude domains equally.
1
91 33.3
2.3
1.85
0.48
3
0.704
2 7 70
132 48.4
3 3 30
50 18.3
4
5
3 Civics and ethical education text books have highly content imbalance between civics and ethics.
1 4.1 4.09 0.31
6
0.521
2
3 26 9.5
4 9 90 197 72.2
5 1 10 50 18.3
4 The content of civics and ethical education achieve its intended objective.
1 2 20 78 28.7 2 2.19 0.66
7
1.156
2 6 60 125 46
3 2 20 29 10.7
4 19 7
5 21 7.7
5 Civicsand ethical education
in your schoolmakes
students responsible in the
school
1 2 20 40 14.7
2.4
2.59
0.8
43
0.733
2 6 60 200 73.3
3 2 20 33 12
4
5
6 Civics and ethical education
has strong relation with the 1
2
20 20 7.3
41
policy and strategies of the
country. 2 6
60 192 70.3
2
2.15
0.6
67
0.525 3
2
20 61 22.4
4
5
7 There is effective
implementation of civics
and ethical education in
the school.
1 2
20 70 25.6
%
2
2.22
0.6
67
0.99
2 6 60 113 41.4
3 2 20 50 18.3
4 40 14.7
5
8 The current government
use civics and ethical
education properly to
implement its policy.
1 5 50 89 22.6
1.7
1.89
0.82
3
0.732
2 3 30 124 45.4
3 2 20 60 22
4
5
Average mean and
st.devation
2.56 2.64 0.61
0.582
N.B; 1=strongly disagreed, 2= disagree, 3=medium, 4= agrees, 5=strongly agree
Source: respondents Survey 2010/2018
As it is stated in the Table above item one, 10(100%) of teachers and 270 (98.9%) of students
responded that agree on civics and ethical education text book content repetition. Only 3 (1.1%)
students‘ respondents were unable to decide on the question forwarded. Additionally, this finding
was supported by mean and standardeviation value (M=4.2, SD=0.422) and (M=4.19, SD=0.421)
students. This indicates the majority of the respondents believe that civics and ethical education
was content redundancy. Besides, most of the FGD participants argue that civics and ethical
education text book have content repetition in all grade level.
The repetitions of contents enable students to give less attention and think worthless. The study
conducted on the issue raised, the contents of Civic and Ethical Education at all grades are more
or less similar in scope and discussions. There is the assumption that the more the values are
42
repeated at every grade levels, the more the values are inculcated in the minds of the student.
However, the repetitions of contents have been playing their negative role in achieving the
objectives of the subject. The repetitions of contents make students to give less attention and
being bored (FDRE Policy Study and Research Center, 2016cited in Micheale, 2017).
With regard to Table 5 item two, 3(30%) of teacher and 50(18.3%) students responds undecided
on the statement. In all cases, majority 7(70%) of teacher and 223 (81.7%) of student respondents
showed that disagree on the issue raised. And its mean and standardevation (M=2.3, SD=0.483)
of teachers and (M=1.85, SD=0.709) students support the frequency values. This implies that
civics and ethical education did not adequately or equally adders the necessary knowledge,
skills and attitudes required for an informed and engaged students. The interview and FGD
participants‘ responds that civics and ethical education does not address civic knowledge, skill
and attitude as equally rather it focused on civics knowledge.
As discussed earlier in chapter two of this study, in terms of its contents, different primary and
Secondary sources have shown that civic and ethical education has content related limitations.
The study conducted by the FDRE Policy Study and Research Center (2016) found that there is
high degree of imbalance between the civic and ethics contents.
Concerning the above Table 5 item three 10(100%) of teachers and 247(80.5%) of students that
between civics and ethics contents were highly imbalance in the text book. The remaining
26(19.5%) of student respondents were unable to decided the question. In addition to the
frequency value, the mean and standard deviation value of this item (M= 4.1, SD=0.316) teachers
and (M=4.09, SD=0.521) students.
This implies that, there is content imbalance between civics and ethics themes in student text
books. As the FGD participants confirmed that student text books are less emphasized in ethics
themes and the content coverage given to the ethics part is inadequate.
Other researchers substantiate the idea as one of the rational for changing civics education into
civics and ethical education was to incorporate ethical issues and values because of the alarming
increase of ethical problems among professional and high rank government officials as well.
However, student text books are still less emphasized in ethics themes and the content coverage
given to the ethics part is inadequate (Birhanu, 2012).
43
Regarding item four, 8(80%) of teachers and 203(74.7%) of students confirmed that disagree on
the issue. The remaining 2(20%) and 29 (10.7%) teachers and students respond undecided
respectively. Moreover, the mean and standard deviation of this item (M=2.0, SD=0.667) teachers
and (M=2.19, SD=1.156) strengthens the result civics and ethical education was unable to achieve
its objective. From this result, one can conclude that the majority of respondents have negative
recognition. As the interview participants clearly stated civics and ethical education was unable to
achieve its objective in particular in the study area due to lack role model teachers, unable to
coincide theory and practice, lack of professionals on the field and etc.
The result clearly shows that, civics and ethical education teachers have the knowledge and skills
gaps in measurement and evaluation in addition to lack of commitment of some teachers.
According to (yemadada, 2011) in terms of content, it does not fully equip students with the
desired democratic and ethical values, attitudes and characters.
Concerning the above table item five respondents were asked whether civics and ethical
education make students responsible or not in the school. Regarding to the responses the majority
of the respondents‘ i.e.8 (80 %) of teachers and 240(88%) of students respondents disagreed.
Whereas few of the respondent 2(20%) of teachers and 33(12%) of students undecided.
Moreover, the mean and standard deviation of this item (M=2.4, SD =0.843) teachers and
(M=2.59, SD=0.733) students strengthens the result obtained. This finding is consistent with the
data obtained from interview
From the above Table 5 item six, 8(80%) of teachers and 212(77.6%) of students responses civics
and ethical education do not have strong relation with policy and strategies of the country. The
remaining 2 (20%) of teachers and 61(22.3%) of students respondents were unable to decided on
the question forwarded. Furthermore, mean and standard deviation of this item (M=2.0, SD
=0.667) teachers and (M=2.15, SD=0.525) students strengthens the result obtained. This implies
that the current civics and ethical education the contents of the subject have less connection with
the Ethiopian government policies and strategies.
The data collected by yemada (2011) the same conclusion is indicated that the subject lacks
incorporation of the current Ethiopian government policies and strategies. For example, the
content analysis indicated that the Ethiopian government has adopted the developmental state
policy. However, there are no course syllabi in the student text books and in the harmonized
44
common course for higher education institutions that enable students to learn the Ethiopian
democratic developmental state model.
As it is observed in the above table 5 item seven respondents were asked about there is effective
implementation of civics education in your school or not. Their agreement rated as 8(80%) of
teachers, 183(67%) of students respondent disagree and 40(14.7%) students are confirmed that
agree. The remaining 2(20%) of teachers and 50(18.3%) of students were unable to decide on the
question raised above. Moreover, this finding was supported by mean and standard deviation
value (M=2.0, SD=0.667) teachers and (M=2.22, SD=099) .The interview informants (school
principal and supervisors) confirmed that teachers have awareness about the relevance of civics
education for students. But the problem is that most teachers do not make it in to practice. They
have not been using civics and ethics as a tool to teach students to create ethical citizen. Most
teachers go in their own ways to complete the yearly annual lesson plan instead of creating ethical
student and making the lesson more attractive. This indicated that civics and ethical education did
not implement in the school effectively according to the finding.
The last item proposed as whether the government uses civics and ethical education effectively to
implement its policy and strategies or not. With respect to this item, almost all respondents i.e.
8(80%) of teachers and 213(78%) of students responded disagree. Only 2(20%) of teachers and
60(22%) of students responded undecided with (M=1.7, SD=0.823) of teachers and (M=1.89,
SD=0.732) students support the frequency values. So most respondents thought they disagreed on
the issue. Furthermore, in supporting of the above view an interview participant (School
principal, supervisors and woreda educational experts) has asserted that civics and ethical
education curriculum never focus on tools and skills for student engagement in societal affairs in
more active efforts.
In addition it is not allowing students to get fuller insight about general issues of their country and
then critically understand the strength and weak of their local government without personal bias.
The results showed that the government didn‘t use civic and ethical education to implement its
policy .Most of the respondents confirmed that civics and ethical education is one of the packages
in school improvement programs (SIP) but the school principals and supervisor do not apply
45
simply used for the sake of report. This is due to the fact that the school administration does not
take any measure to solve the problem of teaching civics education
4.3.3. Mode of delivery and role model related challenges
In these part of the discussion were provide answer for role modeless of the subject teachers and
the way that civics and ethical education was delivered in the study area.
Table 6: teachers and student response on method of delivery and role model related challenges
NO
ITEM Res
pon
ses
No of respondents by categorization
Teaching
staff
Students Mean St.devation
N
o
% No % teach
er
stude
nts
teach
ers
Students
1
Civics and ethical education
teachers a role model for
their students.
1 2 20 103 37.7 1.9 1.84 0.568 0.892
2 8 80 140 51.3
3
4 30 11
5
2 The school administration is
committed to implement
ethical values and principles.
1 4 40 68 24.9 1.8 1.82
0.422 0.644
2 5 50 199 72.9
3 1 !0
4
5 6 2.25
3 In your school civic education
is taught for examinations
purposes
1 4.1 4.11 0.316 0.461
2
3 17 6.2
4 9 90 211 77.3
5 1 10 45 16.5
4 School administration give
attention for effective
implementation of civics and
ethical education
1 2 20 72 26.4 1.9
2.23
0.316
0.918 2 3 30 100 30.4
5 50 100 36,6
4 18 6.6
5
5 Civics and ethical education
teachers usually apply
teacher centered methods
1 2 20 22 8.1
2.3
2.18
0.559 2 6 60
%
178 65.4% 0.823
3 2 20 73 26.8
4
5
6 School administrative and woreda educational office give appropriate support to apply student centered method in the class room.
1 7 70 107
39.2
4
1.7
0.667
0.628
2 3 30 141 51.6
3 25 9.2
4
5
7 I am always ready to discharge 1 2 20 113 41.4
1.3
1.64
0.483
0.584 2 6 60 145 53.1%
46
my obligation properly %
3 2 20 15 5.5
4
5
8 There is conducive environment to teach civics and ethical education inside and outside the school.
1 3 30 83 30.4
2
1.81
0.667
0.623 2 5 50 158 57.9
3 2 20 32 11.7
4
5
Average mean and
st.devation
2.41 2.2 0.53 0.67
N.B; 1=strongly disagreed, 2= disagree, 3=undecided, 4=agrees, 5=strongly agree
Source: respondents Survey 2010/18
In the above Table 6 item one, accordingly 2(20%) of teachers and 103(37.7%) of students
reviled strongly disagree and 8(80%) of teachers and 140(51.3%) of students confirmed that
teachers are not exemplar for their students. Only 30(11%) students rated their responses do not
give their voice regarding teachers are exemplar for their students. Moreover, the mean value and
standard deviation (M =1.9, SD=0.568) teachers and (M=1.84, SD=0.892) students.
This implies that most of the respondents responds disagree on the issue rose above. On the same
way an interview and FGD participants validated that civics and ethical education teachers were
not role model for their students. One of the interview participants added his idea in the school
civics and ethical education teaches never show good behavior for their students and shaping
students behavior negatively, in this situation how to shape students behavior positively? As the
data collected by (Sarton et al. (n.d) cited in Endalcachew, 2016) the same conclusion is
indicated that teachers should role model for their students.
However, it is common to see the poor role model and unmotivated teachers with low morale due
to inadequate incentives, low respect and low status of teachers and poor school management.
This in turn, adversely affects the proper role that teachers should play in delivering quality
education and shaping the behaviors of the students (ibid).
As table 6 indicated with regard to item two, about 9(90%) of teachers 267(97.8%) of students
respondents are disagree. On the other hand, about, 1(10%) of teacher was abstain to give his or
her idea.6 (2.25%) of students confirmed that school administration highly implement ethical
values and principles in the school with (M = 1.8, SD=0.422) teachers and (M=1.82, SD=0.644)
students.
47
As the mean value is low according to Oxford (1990) the majority of the respondents have similar
response. This implies that the school administration had low performance to implement ethical
values and principles in the school. With the open ended question the respondents confirmed that:
- teachers and school administration lack of commitment to implement ethical values and
principles outside and inside school
Regarding item three, 10(100%) of teacher and 256(93.8%) students responded that agree to the
statement. While 17(6.2%) of students responds undecided and also the mean score of teachers
and students were 4.1. The results reveal that the majority of respondents argue that civics and
ethical education never assess students to enhance students‘ behavioral and ethical changes
rather for the sack of examination. Civics education was not giving the students the kind of skills
that would be required to bring behavioral change and eventually transforms society. Civic
education appear to have no impact on the students in terms of building their knowledge base on a
number of issues; will also appear not have positive impact likely to change their attitudes and
behaviors and may not also help them to build their civic virtues and dispositions required from a
subject. It is also affirmed by the FGD participant even if, civics and ethical education is designed
to enable students to be active participants and ethically responsible citizen.
As one of the FGD respondent said that: In our meeting woreda educational administrative and
school principals nagging us every meeting to prepare students for examination rather than to
becoming students useful members of the society. Adding his idea civic education is taught based
on traditional methods such as question and answers and mainly adapted to prepare the students,
where theory and practice is merged to generate effective teaching and learning, are clearly
missing in the teaching and learning procedures.
Similar results have also been found from a study that was done in Zambia where Muleya ( 2015)
reported that, ―Civics education teachers didn‘t teach students to think critically and develop
problem-solving skills on issues rather the subject was taught for examination purposes only be
tested on the factual material in the textbook. As a result, they argue that, ―there is a high stake
value the end-of-year and school leaving examinations resulting in teaching and learning in
schools being geared solely towards helping students‘ memorized facts to pass the examinations‖.
As a result, students tend not to be proactive in the affairs of the society.‘‘
48
Regarding item four, 5(50%) of teachers and 155(56.8%) responded that disagree on the issue
raised. Whereas 5(50%) 0f teachers and 100(36.6%) of students replied that undecided to the
statement. The remaining 18(6.6%) of students agree on the statement. The mean score was 1.9
teachers and 2.23 students respondents thought they disagreed.
The result of interview and FGD also confirmed that one of the hindering factors to teach civics
and ethical education was lack of school support and also the school administration cannot create
conducive school environment for the effective implementation teaching civics education to the
modern instructional method by providing professional assistance for teachers. This showed that
the school administration did not give attention for the effective implementation of civics and
ethical education in the school.
As it can be seen in table 6 on item five, about 8(80%) of teachers and 200(73.5%) of
students responses confirmed that disagree on the statement .The rest 2(20%) of teachers
and73 (26.8%) of students reviled that teachers‘ had a tendency to overuse traditional lecture
method. Its mean score was 2.3 teachers and 2.18 students. This finding is supported by the
data obtained from interview.
One of the principal mentioned that: in the school civics and ethical education teachers used
traditional chalk and talk method .This in turn affects the implementation of civics and
ethical education active learning strategies.
According to Browne (2013) indicated civic and ethical education needs to be rehearsed
interactive, Participatory and interactive approaches such as role playing, problem solving
and discussion. To this end the researcher can conclude in the study area civics and ethical
education teachers unable to used role play, problem solving and judiciary activity it affect
the implementation of the subject.
With regard to table 6 item six, respondents were asked to rate their levels of agreement about
10(100%) of teachers and 248 (90.8%) of students confirmed that disagree on the statement. The
remaining 25(9.2%) of students undecided and also its mean score was 4.0 teachers and 1.7
students. This shows that in the sampled school the school administration and woreda educational
experts couldn‘t create conducive school environment and appropriate support for the application
of student centered method by providing professional assistance for teachers. The interview
participants also noted that most of the approaches to civics education that generate interest and
debate among the students were rarely adopted during teaching and teachers relied mostly on
49
traditional approaches especially those that projected the teachers as the only source of
information and knowledge thereby denying the learners opportunities of engagement and real
learning
Further the interview and FGD participants explained that, there is no strategic plan to practice
active learning approach in the school under study. Stressing their views, the supervisors
explained that school managers themselves lack professional skills to practice of active learning.
Further those were interview had expressed that some teachers usually orders students to copy
note from the board and consider this as home work. Most of the repeatedly mentioned civics
teachers prefer traditional lecture method and practice of common place in teaching civics and
ethical education. Furthermore participant confirmed that lack of teaching aid and the teachers‘
do not prepared teaching aid in locally available materials in the school this make teachers to
prefer traditional lecture method than student centered method.
Concerning Table 6 item seven accordingly 8(80%) of teachers and 258(94.5%) students
responded that disagree on the statement. While the remaining 2(20%) of teachers and 15(5%) of
students never express their idea to the statement. The mean and standard deviation of this item
(M=2.0, SD=2.667) teachers and (M=2.22, SD=0.99) students. This shows that both students and
teachers unable to discharge their responsibility properly in the sample school.
Regarding the last item of the above Table 6, 8(80%) of teachers and 241(88.3%) of students
confirmed that disagree. Whereas 2(20%) of teachers and32 (11.7%) of students responses unable
to decided on the issue stated above and the mean and standard deviation value of this item (M
=2.0, SD=0.667) teachers and (M=1.81, SD=0.623). This indicated that majority of the
respondent disagree on the statement. The FGD participants honestly responded that teaching
civics and ethical education inside and outside school there is no conducive and suitable
environment to create ethically good and responsible citizen due to the perception of the society
towards the subject were negative. Students are taught democratic and constitutional values in
class. But, when they go to the external environment, most of the time they do not observe the
democratic and constitutional principles and values are not practiced on the ground. Thus, these
lead students to assume civic and ethical education remains paper value and do not give it value.
This implies that in the study area, inside and out school there is no conducive environment to
teach civics and ethical education. In this regard Biesta (2011) emphasizes that without proper
structures such as well qualified teachers, relevant, practical pedagogical approaches, adequate
50
curriculum and democratic learning environments the quest to solidify democratic citizenship
through civic education curriculum will not be possible.
4.3.4. Teacher qualification and theory-practice related challenges
In this part of the analysis and discussion respondents‘ responses on the quality of teachers to
teach civics and ethical education and the theory- practice related challenge of civics and ethical
education are statistically described thematically analyzed.
Table 7: teachers and students response on teachers’ qualification and theory-practice related challenges
NO
ITEM Re
spo
nse
s
No of respondents by categorization
Teaching
staff
Students Mean St.devation
N
o
% No % tea
che
rs
stud
ents
Teache
r
Stude
nts
1 Low participation of students in
the school can affect the practical
implementation of civics and
ethical education.
1 23 8.4 1.9 3.07 0.738 0.876
2 27 9.9
3 2 20 91 33.3
4 4 40 132 48.4
5 4 40
2 Teachers involved in teaching
civics education from other
subject have adequate knowledge
and skill to teach the subject.
1 4 40 55 20.1 1.7 1.85 0.0.675 0.486
2 5 50 203 74.4
3 1 10 15 5.5
4
5
3 Civics and ethical education
teachers are committed to
implement ethical values inside
and out the school.
1 3 30 121 44.3 1.7 1.68 0.675 0.680
2 7 70 119 43.6
3 33 12.1
%
4
5
4 Teaching civics and ethical
education supported by
extracurricular activities in your
school
1 3 30 95 34.8 1.7 1.85 0.483 0.728
2 4 40 123 45.1
3 3 30 55 20.1
4
5
5 Students exercise their right and
disc arching their obligation as
equally.
1 4 40 109 39.9
0.816
1.027 2 5 50 97 35.5 2 1.98
3 1 10 30 11
4 37 13.6
5
6 Civics and ethical education made
students to involve in political
social and economic affairs of
their community.
1 1.7 2.07 0.675 0.88
2 6 60% 243 89%
3
4 4 40% 30 11%
51
5
7 In your school civic education
is encourages students real-life
democratic practices within the
school
1 2 20% 99 36.3
%
1.8 1.81 0.422 0.707
2 8 80% 127 46.5
%
3 47 17.2
%
4
5
8 The theory that we teach or
lean in civics and ethical
education class and the
practices we observe in your
day today activities are
directly related.
1 3 30 103 37.3 1.9 1.7 0.738 0.6
2 5 50 150 54.9
3 2 20 20 7.3
4
5
Average mean and
st.devation
2.1 2.0 0.476 0.748
N.B; 1=strongly disagreed, 2= disagree, 3=undecided 4= agrees, 5=strongly agree
Source: respondents Survey 2010/18
As it can be observed from the Table 7 item one, accordingly, 40(18.3% students responses were
disagree. On the other hand, 2(20%) teachers and 91 (33.3%) of students respondents were
undecided. The rest 8(80%) teachers and 132(48.4%) of students are agree to the statement. Its
mean score and standard deviation (M=1.9, SD=0.738) teachers and (M= 3.07, SD=0.876)
students. It indicated that majority of the respondents were agree on the statement and low
participation of students in the class affect the practical implementation of civics and ethical
education.
Concerning the above table item two 4(40%) teachers and 55 (20.1) students of the respondents
confirmed that strongly disagree. Whereas 5(50%) of teachers and 203 (74.4%) students
responded that disagree on the statement. While the remaining 1(10%) teacher and 15 (5.5%)
students were unable to decide on the issue. Its mean score was 1.7 teachers and 1.85 students. It
implies that the majority of the respondents reviled that disagree. One of the principal ‗said that
based on the current statistics of the schools, civics education with the exception few civics
teachers the subject is given by non-professional teachers from other subjects such as: Language,
history and geography. Stressing his idea, these teachers didn‘t have detail knowledge of the
subject matter and the methods of teaching-learning process as well as don‘t have classroom
52
instructional materials. The interview and FGD participants honestly describes the deepest of the
problem, said, most of civic education teachers in the selected schools did not be qualified enough
to understand key issues.
This implies that in the sample school teachers who graduated in social studies and non-social
studies have been teaching civics and ethical education and didn‘t have detail knowledge of the
subject matter and the methods of teaching learning process as well as don‘t have classroom
instructional materials. According to Gosa setu(2018) anyone can argue that teachers who don‘t
professionalize in civics and ethical education cannot lay a strong foundation for effective citizen
ship education and this in turn contributed to the improper socialization of students during their
schooling. This shows that the subject matter has been carried out by non professionals.
As it can be observed from the above table item 3, respondents were asked whether or not civics
and ethical education teachers implement ethical values inside and outside school. Accordingly,
respondents put their level of disagreement and rated as 10(100%) teachers, 240(87.9%)
students confirmed disagree the rest 33(12.1%) students‘ respondents unable to decide whether or
not civics and ethical education teachers implement ethical values inside and outside school. Its
mean score was 1.7 teachers and 1.68 students. This is, therefore, one can possibly understand
that civics and ethical education teachers in the sampled school didn‘t practice ethical values in
their schools.
As depicted in Table of 7 items 4, respondents were asked whether or not teaching civics and
ethical education is supported by extracurricular activities in your school. Accordingly, 7(70%)
teachers and 218(79.9%) students rated disagree on the issue. The remaining 3(30%) teachers and
55 (20.1) students were undecided. The mean score was 1.7 teachers and 1.85 students. This
indicated that majority of respondents put their disagreement and rated as low extent on the point.
In this regard, as to both interview and focused group discussion participants reviled, co-
curricular activities in the schools are unable to support in teaching civics and ethical education.
Besides, the table clearly indicates that there was no significance difference and great variation in
responses among the group as well as within the group.
According to Birhanu (2012) co-curricular activities help the students to develop the civics skills,
transmit the knowledge, and inculcate the civics dispositions. It also builds students‘ confidence
in the class and out of the class as well as increases their participation in their respective
53
community and local government affairs. In contrary to the above mentioned idea in the sample
study area preparatory and secondary school, school administration did not encourage and
rewarded the academic club and the roles of co-curricular activity were poorly performed to teach
civics and ethical education.
As it is indicated in Table 7 item5 respondents were also asked wither or not students exercise
their right and discharging their obligation as equally. Accordingly, 9(90%) teachers and
206(75.4%) students‘ participant disagreed and rated as low extent. Only 1(10%) teacher and
30(11%) students‘ responds undecided and its mean score were 2 teachers and 1.98 students. This
finding is reinforced by the data obtained from the FGD participants commented that students
always run to protect their rights without caring out their responsibility. They are very serious for
their rights. However; they are inattentive for their responsibility. Most of the FGD participants
replied that students always ask and exercise their rights other than discharging their obligation.
In this case, there are many students in the school who lacks ethical discipline like:-
Do not keep the school rules and regulation,
Do not have the culture to respects their friends and teachers.
They also have no interest to celebrate the national flag and anthem,
They give low attention in disc arching their constitutional responsibility but simply they
focused on exercising their rights. In addition to this the participants confirmed that
students were interesting to involve in cheating examination due to lack of committed
leaders to struggle against corruption and maladministration in their school and
community.
In the above table of item 6, respondents were asked whether or not civics education made
students to be active participants in their community affairs. Accordingly, 4(40%) teachers and
30(11%) students disagree on the statement .While 6(60%) teachers and 243(89%) students agree
to the statements. Its mean score was 1.7 teachers and 2.07 students. This implies that civics and
ethical education made students to claim their own interest and advantages while they are very
lack in fulfilling their own responsibility and to stand the interests of the society.
As it can be seen from the above table 7 of item seven, respondents were asked whether or not the
teaching of civics and ethical education by engaging students to real life situations. Accordingly,
10(100%) teachers and 226(82.8%) responded disagree. The rest 47(17.2%) students were
undecided on the issue raised above. And also its mean score was 1.8 teachers and 1.81students.
54
This value shows that almost all of the respondents have similar response on this issue and rated
as a low extent. Generally, a higher percentage of the respondents disagreed on the given
statements that addressed the question. The above responses indicate that the teaching of civic
education in schools is not firmly rooted in the practices that allow or encourage a climate of open
space and discussion. Similar results have also been found from a study that was done in Canada
where (Llewellyn, Cook and Molina, 2010: 791-812 cited in Muleya, 2015) reported that, ―civic
learning was primarily characterized by procedural knowledge and compliant codes of behavior
that do not envelope students in the type of civics for which they express a desire, namely
collective action for systematic understanding of political issues‖. This is, therefore, based on the
majority of respondents; it is possible to understand that in the study area preparatory and
secondary schools were not sufficiently motivating students to exercise democratic system in the
school by electing student council.
With regard to table 7 item 8 of, respondents were asked about the theory and practice of civics
and ethical education is related. Accordingly, 8(80%) of teachers&253(%) of students responds
that strongly disagree. On the other hand 5(50%) teachers& 150(54.9%) of students confirmed
that disagree on the statement raised. The remaining 2(20%) of teachers and 20(7.3%) of students
undecided and its mean score was 1.9 teachers and 1.7 students on a scale from 1 to 5, so it means
most respondents thought they disagreed .It is possible to understand that majority of respondents
strictly assured that there were unable to coincide the theory that we teach and the practice that
we observe outside the class in the study area of preparatory and secondary school. The interview
participants argued that theory we teach in the classroom and the practice we observe outside the
classroom was far apart. Stressing their idea which students learn civics and ethical education in
the class about democratic principles and values but they never see implement practically in their
real life. One of the interview participants agreed that the school do not have available
instructional media like other subjects. Other subjects in the department of like physical
education, biology, chemistry and physics are well organized material. But in the field of civics
education still there is scarcity of materials like: films, poster, role play, video etc….
In general in the selected sample school; lack of instructional media and teaching material;
co-curricular activities were not poorly performed in the school, teachers lack of interest
to deliver the subject; the subject was given by non professional (those who are graduated
55
from other field); weak implementation of school rule and regulation; lack of exemplar
leadership and reluctance of teachers to employ active learning methodologies
4.4. Suggestions by Participants of the Study to Improve the Main Challenges
in Teaching Civics and Ethical Education
The suggestions of teachers, students, supervisor, Principals and woreda educational experts the
open ended questions forwarded, FGD and interviewed about the solutions in teaching civics and
ethical education in preparatory and secondary schools were analyzed as follows:
With respect to the open ended questionnaire respondents were asked the solution to improve
challenges in teaching civics and ethical education in your school. Accordingly 10 (100%) of
teachers, 215(78.8 %) of student, 3 (80 %) of school administration, 6(100 %) of social science
teachers and 2 (100 %) of woreda educational experts replied that, the solution to improve the
challenges in teaching civics education in preparatory and secondary school faced. The following
were pointed out as solution to improve the challenges of teaching civics and ethical education in
their school. These are:
Civics and ethical education curriculum and teaching materials should be developed by
appropriate, experienced and qualified experts.
One of the interviewee participants said:
Civics education curriculum has to be done by the concerned bodies as soon as possible.
Adding their idea text books and the overall civics and ethical education curriculum
should be revised so that it would be appropriate for all grade levels. Ministry of
education and regional educational sectors have to strive more, in giving better
awareness about the significance of civics education for society, in particular for school
administrators. Professionals in the field have to be invited in order to have a better
curriculum, syllabus and text book organization.
Teachers, school administration and political leaders must be role model for their students and
society. Regarding this the interview participants pointed out the following solution:
Civics teachers must be a role model for others, they have to be committed while they perform
their responsibilities, they have to be interested in their profession,becareful while they teach the
56
subject, disc arching his or her professional ethics, teachers must be open-minded ,fair
,impartiality when treat students, do not have the position of supporter or oppose while in
teaching civics and ethical education, the teacher must be professional for the respective grade
level and also teacher must be disciplined while they perform different activities.
From the school community they must be pioneer to improve ethical issues, to apply and execute
ethical values as a role model; they have to be committed to fight against rent seeking and
maladministration in the school. The school principals should create suitable environment
teaching civics and ethical education was supported by co-curricular activities to promote ethical
values in the school and outside.
Acting in Good Faith: school principals and teachers should act with loyalty and
devotion and in the best interests of the school.
Teachers and school administration must be commitment to implement ethical values and
principles outside and inside school
As indicated in the analysis most civics and ethical education teacher are not professional in
civics and ethical education. Concerning this idea FGD and interview participants suggests in the
following ways:-To bring solutions for those remarkable problems effective teachers‘ training in
civics education should be delivered for all trainees which are supposed to be a teacher in
secondary and preparatory schools.
Both interview and focused group discussion participants commented that:
Teaching civics and ethical education should support by co-curricular activities to increase
students‘ confidence in the class and out of the class as well as increases their participation in
their respective community and local government affairs. Schools should create conducive
environment for students to get opportunity in their schools or communities outside of the
classroom.
With regard to the solution to handle the problem of teaching civics education the participants
outlined the following possible solution. Such as:-
Making discussion with student parents
Employing student centered approach and giving more time to student talking time
Giving recognition or approval for those who were ethically exemplary,
57
Establishing ethical experts to follow up and control students as well as teachers in the
school
Civics teachers have to cultivate the culture to prepared and use instructional media in
order to teach the subject ,
Inviting justice bodies and other stake holders to make an open discussion with students
related to justice
The curriculum designer must take time to revise the content of civics and ethical
education to avoid content redundancy
Ethical values must be promoted or distributed in the school and outside the school,
Preparing panel discussion in the school community to create awareness in the way how to
reduce the negative perception towards civics and ethical education.
58
CHAPTER FIVE
Summary, Conclusions and Recommendations 5.1. Summary
Using descriptive survey design along with the mixed method, the researcher collected
quantitative data from randomly selected Students and using comprehensively selected civics
teachers. Qualitative data were also collected (through interview and FGD) from purposefully
selected social science teachers, school administration and woreda educational experts.
The main purpose of this study was to assess the main challenges in teaching civics and ethical
education and to suggest remedial solution for thus problem in Sayint Adjibar preparatory and
secondary school of Sayint woreda in south well Zone Administration. In order to meet these
objectives basic research question were set regarding the perception of students and teachers
towards civics education, Teaching method, mode of delivery and contributions of stack holders
to overcome the challenges of teaching civic and ethical education that may affect the teaching of
civics and ethical education.
To achieve the objective of the study the researcher used, descriptive statistic including frequency
distribution, mean, and standard deviation to analyze the quantitative data. Besides qualitative
data obtained from FGD and interview was analyzed using narrative explanation.
To seek solutions for these basic questions the study was conducted in Sayint Adjibar preparatory
and secondary school. The subjects of the study were students (293), civics teachers (10), social
science teachers (6) school administration (4) and woreda educational experts selected using
proportional systematic random sampling, purposive and comprehensive sampling. Mixed
method were used the major data gathering instrument was questionnaire which was supported by
FGD and interviews. Accordingly from student and teachers the data were collected through
interview, FGD and questionnaires. To substantial the data obtained through questionnaire,
interview was conducted with school administration, woreda educational experts and FGD with
social science teachers were made by the researcher. The data obtained were organized, tabulated
and then analyzed by using percentages, and descriptive statements against the basic questions.
Based on the analysis made, the following major findings were found.
59
Most teachers to teach civics and ethical education are not professional in civics and
ethical education
The theory that we teach and the practice that we observe outside the class in the study
area of preparatory and secondary school were unable to coincide.
In the selected school civics and ethical education was delivered by traditional teaching
method and teachers and students have a negative perception towards civics and ethical
education.
Teaching civics and ethical education in the sample schools is mainly done for
examination purposes and not necessarily becoming useful members of society outside the
school and civics and ethical education teachers were not role model for their students.
The solution to overcome the challenges of teaching civics education in the selected
school, the study shows that teachers and the school community be ethically role model
for their students, civics teachers were assigned based on their professional qualification.
5.2. Conclusions
Based on the major finding of the study, the following conclusions were drawn.
Based on the analysis findings concerning the perceptions and attitudes of teachers and
students towards civics and ethical education, the study confirmed that there was a
negative perception towards civics and ethical education, the misconception of teachers
and the school community considered civics and ethical education teachers as a cadre of
the ruling parties and the subject as a tool to implement the ideology of the ruling political
party agenda. The society looking at the narrow conception as civics and ethical education
easy for someone to understand once you go through the information you are able to
deliver the assumption under the challenges faced by teachers involved in the teaching of
civic education.
With regards to theory and practice, the study confirmed that students are taught
democratic values and principles in class theoretically. But, when they go to outside the
school most of the time they do not observe the democratic and constitutional principles
and values are not practiced on the ground. Thus show the way students to presume civic
and ethical education remains paper value and worthless. Concerning the contents of
civics and ethical education, the study confirmed that there is high content imbalance
60
between civics and ethics, content repetition and also the content of civics and ethical
education has less connection with the policy and strategies of the country.
From the mode of delivery point of view, teaching and learning in civic education in the
selected schools were inappropriate teaching methodology. Civics teachers prefer
traditional lecture method and practice of common place in teaching civics and ethical
education and also civics teachers‘ lack of interest and commitment on the parts of
involvement students in a variety of co-curricular activity. This indicates inappropriate
mode of delivery of civics and ethical education subject is also slow downing the efforts
in creating ethically good, responsible and active citizens who can contribute for the
development of the country.
Based on the analyses findings the current teaching and learning of civics and ethical
education in the sample schools is mainly done for examination purposes and not
necessarily becoming useful members of society outside the school; most of the teachers
of civics education in the selected schools did not be qualified in civics and ethical
education.
Regarding the solution to overcome the challenges of teaching civics education in the
selected school, the study shows that teachers and the school community be ethically role
model for their students, civics teachers were assigned based on their professional
qualification, the content of civics education must revised to balance between civics and
ethics and reduced redundancy of content, create conducive environment, co-curricular
activity would be functional in the school.
5.3. Recommendations
Based on the findings of the study the following recommendations are forwarded so as to
overcome the challenges of teaching civics education and create favorable condition to implement
teaching civic and ethical education in Saints Adjibar preparatory and secondary school.
Teaching civics and ethical education has been performed by non professional teachers. So,
concerned bodies, particularly the Ministry of education should make more efforts in order to
produce more teachers in the field so that teachers in civics education will be available in the
market and CEE teachers should be assigned based on their professional qualification and
behavior.
61
The curriculum designer must take time to revise the content of civics and ethical education to
avoid content redundancy and learners should acquire better knowledge in their respective
grade level as well as to balance civics contents with ethical contents.
The concerned body particularly ministry of education, educational administrative bureau
and woreda education ,school principal as well as teachers make combined effort to correct
the negative perception that civics and ethical education is widely perceived as being
dispensable subject, an attitude that has contributed to its devaluation in schools.
Only qualified teachers of civic and ethical education in Sayint Adjibar Preparatory and
Secondary schools should be allowed to teach the subject and not anyone else
Teachers should include theory and practice in teaching civics and ethical education to
encourage students‘ participation.
62
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67
APPENDEX -A
TEACHERS’ QUESTIONNAIRE
Debre Brhan University
College of Social Science and humanity
Department civics and ethical education
Questionnaire to be filled by sayint preparatory and secondary school of civics and ethical
education Teachers
Dear participants, The aim of this study is to assess and find out the major challenges in
teaching civic education with reference to sayint preparatory and secondary schools in south
wollo zone. The purpose of the questionnaire is to gather information in regard to teaching civics
education. Therefore, your answers and suggestions are vital to the success of the study. You are
kindly requested to give genuine responses. All information you give will be kept confidently.
Thank you for your cooperation.
I. Personal information
Please circle for the following personal information
1. Sex: 1.male 2. Female
2 age: 1.19---------25 2.26-------40 3. Above 40
3. Level of education: 1.master 2.degree 3.diploma 4.if any other------------
3. Education program 1.regular 2.extension 3.summer 4.distance 5.if other---------.
4. Religion: 1.Christian 2. Muslim 3.if any other-------------------------------
5. Experience: 1.1-5 year 2. 6-10 years 3.10-15 years 4.15-20yars 5. Above 20 years
6. Areas of specialization፡ 1.civics 2. History 3.Geography 4.English 5. If any other-----------
68
Direction 2: For the following statements, write your own appropriate response
Please put a mark with () a tick what your opinion is with respect to each statement only one of
the five alternatives (i.e. 5= strongly agree, 4, =Agree, 3=undecided, 2 =Disagree 1 = strongly
disagree)
Dimension one-teacher response towardsteachers‘ qualification and theory-practice related challenges
No Items
RESPONSES
5 4 3 2 1
1 Low participation of students in the school can affect the practical implementation of civics
and ethical education.
2 Teachers involved in teaching civics education from other subject have adequate knowledge
and skill to teach the subject.
3
Civics and ethical education teachers are committed to implement ethical values inside and
out the school.
4 Teaching civics and ethical education supported by extracurricular activities in your
school.
5 Students exercise their right and disc arching their obligation as equally.
6 Civics and ethical education made students to involve in political social and economic
affairs of their community.
7 In your school civic education is encourages students real-life democratic practices within
the school
8 The theory that we teach or lean in civics and ethical education class and the practices we
observe in your day today activities are directly related.
Dimension two-teacher response towards mode of delivery and ethically role model related challenges
No Items
RESPONSES
5 4 3 2 1
1 Civics and ethical education teachers‘ are a role model for their students.
2 The school administration is committed to implement ethical values and principles..
3 In your school civic education is taught for examinations purposes
4 School administration give attention for the effective implementation civics and ethical
education
5 Civics and ethical education teachers usually apply teacher centered methods
6 School administrative and woreda educational office give appropriate support to apply
student centered method in the class room.
7 I am always ready to discharge my obligation properly
8 There is conducive environment to teach civics and ethical education inside and outside the
school.
Dimension three -teachers and students response towards the content of civics and ethical education
69
No Items
RESPONSES
5 4 3 2 1
1 Civics and ethical education text books have content redundancy.
2 Civics and ethical education addressed civic knowledge, skill and attitude domains equally.
3 The content of civics and ethical education highly imbalance between civics and ethics.
4 The content of civics and ethical education achieve its intended objective.
5 Civics and ethical education
in your schoolmakes students responsible in the school
6 Civics and ethical education has strong relation with the policy and strategies of the country.
7 There is effective implementation of civics and ethical education in the school.
8 The current government use civics and ethical education properly to implement its policy.
Dimension four - Teachers and students Perception on the main Challenges of Civic and Ethical Education
No Items
RESPONSES
5 4 3 2 1
1 Schoolprincipal, teachers and woreda educational administration took civics as simple and any
one can teach it.
2 Government officials, woreda education office andschool administrative give attention for the
effective implementation of civics and ethical education.
3 Currently civics and ethical education teaching in the school brought ethical good and
responsible citizen.
4 The school community attached the subject and subject teachers with the political ideology of
the ruling party.
5 I believe that civics and ethical education has equally treated with other subjects.
6 In your school there was a problem of narrow conception or misunderstanding of civic education
7 Most teachers are interested and confident to teach civics and ethical education.
8 External environment highly affect teaching civics and ethical education.
1. What are the contribution of co-curricular activity which performed under civics and ethical education in your
school?
______________________________________________________________________________________________
______________________________________________________________________________________________
_______________________________________________________________________
70
2. does the theory and practice of civics and ethical education are related? If your answer is No specify your reason.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________
3. In your own views, briefly outline other factors that you think affect teaching civic education in Sayint preparatory
and secondary
school?________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_________________________________________________
4, what are the solution to overcome the main challengesin teaching civics and ethical education related to;
A /the content of the subject matter to be delivered
B.the attitude of the society towards civics education?
C.teachersqualification?__________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________
5.Whatare the efforts made by woreda education administration and school principals to encourage student centered
method in teaching civics education
class?_________________________________________________________________________________________
______________________________________________________________________________________________
________________________________________________________________
6. What are the solution to overcome the main challenges in teaching civics and ethical education related to;
A /the content of the subject matter to be delivered
B.the attitude of the society towards civics education?
C.teachersqualification_____________________________________________________________________
_________________________________________________________
71
APPENDIX-B
STUDENTS’ QUESTIONNAIRE
Deber BerhanUniversity
College of Social Science and Humanity
Department Civics and ethical education
The purpose of this questionnaire is to obtain information with regarded to the challenge of
teaching civics and ethical education in sayint Adjibar preparatory and secondary school. So, you
are kindly requested to give your answers as genuinely as you can.
Thank you in advance for your cooperation
Please put a mark with a tick what your opinion is with respect to each statement only one of the
five alternatives (i.e. 5= strongly agree, 4, =Agree, 3=undecided, 2 =Disagree 1 = strongly
disagree)
Part I: Personal information
Please circlefor the following personal information
1. 1. Sex: 1. Female 2. Male
2. Your grade level: 1. 9—10 2.11---12
3. 1.below15 2.16—20 3.21---23
Direction 2: For the following statements, put () mark your own appropriate response
Dimension one -students’ response towards on Perception on the main Challenges of Civic
and Ethical Education
No Items
RESPONSES
5 4 3 2 1
1 School principal, teachers and woreda educational administration took civics as simple and
any one can teach it.
2 Government officials, woreda education office and school administrative give attention for
the effective implementation of civics and ethical education.
3 Currently civics and ethical education teaching in the school brought ethically good and
responsible citizen.
4 The school community attached the subject and subject teachers with the political ideology
of the ruling party.
5 I believe that civics and ethical education has equally treated with other subjects.
72
6 In your school there was a problem of narrow conception or misunderstanding of civic education
7 Most teachers are interested and confident to teach civics and ethical education.
8 External environment highly affect teaching civics and ethical education.
Dimension two -students‘ response towards the content of civics and ethical education
No Items
RESPONSES
5 4 3 2 1
1 Civics and ethical education text books have no content redundancy.
2 Civics and ethical education addressed civic knowledge, skill and attitude domains
equally.
3 The content of civics and ethical education highly imbalance between civics and ethics.
4 The content of civics and ethical education achieve its intended objective.
5 Civics and ethical education
in your school makes students responsible in the school
6 Civics and ethical education has strong relation with the policy and strategies of the
country.
7 There is effective implementation of civics and ethical education in the school.
8 The current government use civics and ethical education properly to implement its
policy.
Dimension three-Student response towards mode of delivery and ethically role model related challenges
No Items RESPONSES
5 4 3 2 1
1 Civics and ethical education teachers‘ are a role model for their students.
2 The school administration is committed to implement ethical values and
principles.
3 In your school civic education is taught for examinations purposes
73
4 Lack of support from school administration can affect the effective
implementation of teaching civics education
5 Civics and ethical education teachers usually apply teacher centered methods
6 School administrative and woreda educational office give appropriate support to
apply student centered method in the class room.
7 I am always ready to discharge my obligation properly
8 There is conducive environment to teach civics and ethical education inside and
outside the school.
Dimension four-students response towards qualification and theory-practice related challenges
No Items
RESPONSES
5 4 3 2 1
1 Low participation of students in the school can affect the practical implementation of
civics and ethical education.
2 Teachers involved in teaching civics education from other subject have adequate
knowledge and skill to teach the subject.
3 All civics and ethical education teachers are committed to implement ethical values
inside and out the school.
4 Teaching civics and ethical education supported by extracurricular activities in your
school
5 Students exercise their right and disc arching their obligation as equally.
6 Civics and ethical education make students to involve in political social and economic
affairs of their community.
7 In your school civic education is encourages studentsreal-life democratic practices
within the school
.
8 The theory that we teach or lean in civics and ethical education class and the practices we
observe in your day today activities are directly related.
1. What are the contribution of co-curricular activity which performed under civics and ethical education in
yourschool?__________________________________________________________________
2.does the theory and practice of civics and ethical education are related? If your answer is No specify your
reason._________________________________________________________________________
__________________________________________________________________________
3.In your own views, briefly outline other factors that you think affect teaching civic education in Sayint preparatory
andsecondaryschool?________________________________________________________________
______________________________________________________________________________
74
______________________________________________________________________________
_________________________________________________________________
4. What are the solution to overcome the main challenges in teaching civics and ethical education related to:
A /The content of the subject matter to be delivered
B.The attitude of the society towards civics education?
C.Teachersqualification?_____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________________
5.What are the efforts made by that the woreda education administration and school principals to encourage student
centeredmethodinteachingcivicseducationclass?________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
___
6. What are the solution to overcome the main challenges in teaching civics and ethical education related to;
A /the content of the subject matter to be delivered
B.The attitude of the society towards civics education?
C.Teachers qualification
75
APPENDIX-C
SCHOOL ADMINISTRATORS’ INTERVIEW
1. What do you consider as a means of most important way of enhancing the professional
development of civics teachers?
2. To what extent co-curricular activity contribute in supporting teaching civics and ethical
education in your school?
3. Are there enough instructional media in your school to teach civics and ethical education?
4. What do you consider as a means of most important way of enhancing the professional
development of civics teachers?
5. What is your perception towards civics and ethical education teachers?
6. As a stakeholder, what should be done to solve the challenges of teaching civics
education in secondary schools?
APPENDIX-D
Focus group discussion with social science teachers
1. What are the main challenges in teaching- learning civic education related to;
A /The content of the subject matter to be delivered
B/The attitude of the society towards civics education?
C/Teachers qualification in the school?
2. What are the perception of teachers and school community towards civics education?
3. D o civics teachers are a role model for students and others?
4. Do students exercise their right and obligation as equally?
5. What is the main problem to teach civics education by non-civics graduate teachers?
76
6. In your own views, briefly outline other factors that you think affect teaching civic education in
Sayint preparatory and secondary school?
7.What are the contribution of co-curricular activity which performed under civics and ethical
education in your school?
8. What contributions are expected from teachers and school community to overcome the
problems of teaching civics education?
9, what are the solution to overcome the main challenges in teaching civics and ethical education
related to; a /the content of the subject matter to be delivered
B.the attitude of the society towards civics education?
C.teachers qualification
77
APPENDEX –E
WOREDA EDUCATIONAL EXPERTS INTERVIEW
1. What do you consider as a means of most important way of enhancing the professional
development of civics teachers??
2. How do you see the implementation of civics education in your school?
3. Are there enough instructional media in your school to teach civics and ethical education?
4. What are the contribution of co-curricular activity which performed under civics and
ethical education in your school?
5. What is your perception towards civics and ethical education teachers?
6. As a stakeholder, what should be done to solve the challenges of teaching civics education
in the schools?
78
Appendix
መጠይቅ
ሇተማሪዎች የተዘጋጀ የጽሁፍ መጠይቅ
መግ ቢያ ፡ -ይህ መጠይቅ በደብረብርሀን ዩኒቨርስቲ በስነ-ዜጋ እና ስነ-መግባር ሊይ ሇማስተር
ድግሪ ማሞያ የተዘጋጀ ነው፡፡የመጠይቁ ዋና አሊማ በ ስነ-ዜጋ እና ስነ-መግባር ትምርትን
ሇማስተማር የሚገጥሙ ችግሮችን ሇማጥናት ሇጥናት በተሇየው ሳይንት አጠቃሊይ 2ኛ ደረጃ
እና መሰናዶ ትምርትቤት መረጃ ሇመሰብሰብ የተዘጋጀ ነው፡፡አንተ/አንች ሇእነዚህ
ጥያቄዎች የምትሰጡት ትክከሇኛ ምሊሽሇጥናቱ ታማኝነት ከፍተኛ ጠቀሜታ አሊቸው:;
አንተ/አንች የምትሰጡት ምሊሽ ሚስጥራቸው በሚገባ የሚጠበቅ መሆኑን በአንክሮት
ሌገሌጽሊችሁ እወዳሇሁ፡፡በዚህ መጠይቅ ሊይ ስምህን/ሸን ማስፈር አይጠበቅባችሁም፡፡
ሇመጠይቁ ሇሚሰጡት ትክክሇኛ መረጃ በሙለ በቅድሚያ ከሌብ አመሰግናሇሁ፡፡
የገሌ መረጃ
እባከህ/ሸ ትክክሇኛውን መሌሰ በመምረጥ አክብብ/ቢ
ጾታ፡1. ወንድ 2. ሴት
የክፍሌ ደረጃ 1.9-10 2.11-12
መመሪያ-እባክሽ/ህ ሇሚከተለት ጥያቄዎች ትክክሇኛውን መሌስ በመምረጥ ()ማርክ
አድርጉ (
በጣምእስማማሇሁ=5,እስማማሇሁ=4, አሌወሰንኩም=3,አሌስማማም=2 አሌስማመም=1)
79
መመሪያ-1፡መ/ራን እና ተማሪዎች ሇስነ-ዜጋ እና ስነ-ምግባር ት/ት ያሊቸዉን አመሇካከት
በተመሇከተየሚሞሊ መጤይቅ
ተ.ቁ
ጥያቄዎች
የተሰጡ መሌሶች 5 4 3 2 1
1 የወረዳ ት/ጽ ቤት አመራሮችእና ትቤት እርእሳነ መምህራን እንዲሁም መምህራን የስነዜጋእና ስነምግባር ትምህርትን ቀሊሌ እና ማንገኛውም ሰው ያስተምረዋሇ ብሇው ያስባለ፡፡
2 የመንግስት ባሇስሌጣን፣የወረዳ ት/ጽቤት ሃሊፊዎች እና የት/ቤት አመራሮች ሇስነዜጋእና ስነምግባር ት/ት በአግባቡ እንዲተገበር ትኩረት ሰጥዋሌ፡፡
3 በአሁኑ ጊዜ በት/ቤትእተሰጠ ያሇዉ የስነምግባር ትምህርት መሌካም ስነምግባር እና ሃሊፊነት የሚሰማው ዜጋ ፈጥሮአሌ፡፡
4 የት/ቤቱ ማህበረሰብ የስነዜጋእና ስመነምግባር ትምህርትን ከገዥው መንግስት የፖሉቲካ አመሇካከት ጋር ያያይዙታሌ፡፡
5 እንደኔ እምነት የስነ-ዜጋና ስነመግባር ትምህርት ሌክ እንደ ላሊው የትምህርት አይነት በእኩሌ አየዋሇሁ፡፡
6 ተማሪዎች ሇስነዜጋና ስነምግባር ትምህርት ያሊቸው አመሇካከት ከፍተኘ ነዉ፡፡
7 አብዛሃኞቹ መምህራን የስነ ዜጋና ስነ ምግባር ትምህርትን ሇማስተማር ደስተኛና በራስ የመተማመን ስሜት አሊቸዉ፡፡
8 ስነዜጋእና ስነምግባር ትምህርት በከፍተገኛ ደረጃ በዉጫዊ ተጽእኖ ይጠቃሌ፡፡
80
መመሪያ-2፡መ/ራን እና ተማሪዎች በስነ-ዜጋ እና ስነ-ምግባር ት/ት ይዘት ችግር
በተመሇከተየሚሞሊ መጤይቅ
ተ
ጥያቄዎች
የተሰጡ መሌሶች 5 4 3 2 1
1 የስነ-ዜጋና ስነመግባር የተማሪዎች መማርያ መጸሀፍ የይዘት ድግግሞሽ አሇዉ፡፡
2 የስነ-ዜጋና ስነመግባር ትምህርት ሇተማሪዎች እኩሌ የሆነ የእውቀት፣የክህልት እና የአመሇካከት ተደራሽነት አሇው፡፡
3 በስነ-ዜጋና ስነ-ምግባር መማሪያ መጽሀፍ ሊይ በስነ ምግባርና በስነ ዜጋ መካከሌከፍተኛ የሆነ የይዘት አሇመመጣጠን አሇ፡፡
4 የስነ-ዜጋና ስነመግባር ትምህርት ይዘት የሚጠበቅበትን አሊማ አሳክቷሌ፡፡
5 እንደኔ እምነት በስነ-ዜጋና ስነመግባር መማርያ መጽሀፍ ው የክፍሌ ደርጃ ጠቃሚ ናቸው፡፡
6 የስንዜጋእና የስነምገባር ትምህርት ከሃገሪቱ ፖሉሲ እና እስትራቴጂጋር ጠንካራየሆነ ትስስር አሇው፡፡
7 የስነ-ዜጋና ስነምግባር ትምህርት በት/ቤት ደርጃ በአግባቡ እየተከናወነ ነው፡፡
8 ገዥው መንግስት ስነ-ዜጋና ስነመግባር ትምህርትን ያወጣችውን ፐሉሲዎች ሇማስፈጸም በአግባቡ ይጠቀምባቸዋሌ፡፡
መመሪያ-3 ፡ የስነ-ዜጋና እና ስነ-ምግባርመ/ራን የት/ትአቀራረብ እና የመምህራን
ሇተማሪዎች አርአያ መሆን በተመሇከተየሚሞሊ መጤይቅ
ተ.ቁ
ጥያቄዎች
የተሰጡ መሌሶች 5 4 3 2 1
1 የስነዜጋ እና ስነምገባር መምህራን ሇተማሪዎቻቸው አርያናቸው፡፡
81
2 የት/ቤቱ አመራሮች የስነምግባር መርህዎችን በቁረጠገኝነት እየፈጸሙ ነው፡፡
3 .የስነዜጋ እና ስነምግባር ትምህርት ምዘና በዋናነት የሚዉሇዉ የተማሪዎችን ዉጤት ሇማሳወቅ ነው፡፡
4 የተ/ቤቱ አመራሮች ሇስነዜጋ እና ስነምግባር ትምህርት ትግበራ ከፍተኛ ተኩረት ሰጥተዋሌ፡፡
5 የስነዜጋእና ስነምግባር መምህራን አብዛሐኛውን ጊዜ መምህር ተኮር የማሰተማር ስነዘዴ ይተገብራለ፡፡
6 የት/ቤቱ አመራሮች እና የወረዳ ትምህርት ባሇሞያዎች ተማሪ ተኮር የስተማር ስነዘዴ በክፍሌ ውስጥ እንዲተገበር ተገቢ የሆነ ድጋፍ ይሰጣለ፡
7 የስነ-ዜጋና ስነምግባር ትምህርት በት/ቤት ደርጃ በአግባቡ እየተከናወነ ነው፡፡
8 የስነዜጋ እናስነምግባር ትምህርት ከት/ቤት ውስጥ እና ውጭ ሇማሰተማር ምቹ ሁኔታ አሇ፡፡
መመሪያ-4፡መ/ራን እና ተማሪዎች የስነ-ዜጋና እና ስነ-ምግባር ት/ት በመ/ራን ጥራትእና
በስነ-ዜጋ ጽንሰሃሳብ እና ትግበራ በተመሇከተየሚሞሊ መጤይቅ
ጥያቄዎች
የተሰጡ መሌሶች 5 4 3 2 1
1 የተማሪዎች በትምህርት ቤት ውስጥ ዝቅተኛተሳትፎ መኖር የ ስነዜጋእና ስነምግባር ትምህርትን በተግባር እነዳናከናውን ተጽኖ ያሳድራሌ፡
2 ከላሊ የትምህርት ዘርፍ የሚመጡ መምህራን ስነዜጋእናስነምግባርነ ሇማሰተማር በቂ የሆነ እውቀትእና ክህልት አሊቸው፡፡
3 የስነዜጋ መምህራን የስነምግባር መርሆዎችን ሇማስ ፈጸም በተቤትም ሆነ ውጭ ቁርጠኛ ናቸው፡፡
82
4 በእናነተ ት/ቤት የስነዜጋእናስነምግባር ትምህርት የሚሰጠው በተጓዳኝ ትምህርት እየተደገፈ ነው፡፡
5 ተማሪዎች መብት እና ግዴታቸውን በእኩሌነት ይተገብራለ፡፡ 6 የስነዜጋ እና ስነምግባር ትምህርት ተማሪዎች
በኢኮኖሚያዊ፣ፖሉቲካዊእና በማህበራዊ ዘርፎች ሊይ በንቃት እንዲሳተፉ አድርጓቸዋሌ፡፡
7 ተማሪዎች በትምህርት ቤት ውስጥ የተማሪ መማክርት እና ፓረሉያመንት በመምረጥየ ዲሞክራሲ ስርአትንይተገብራለ፡፡
8 የስነ-ዜጋና ስነመግባር ትምህርትን በጽንሰ ሀሳብ የምናስተምረዉ ከትግባራዉ ጋር ቀጥተኛ ግንኙነት አሇዉ፡፡
1. በእናነተ ትምህርት ቤት የሚከናወነው የተጓዳኝ ትምህርት ክበባት ሇስነዜጋና ስነ
ምግባር ትምህርት ምን
አሰተዋጽኦአሊቸው?______________________________________________________
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2.. የስነዜጋእና ስነምገባር ትምህርት በጽነሰ ሃሳብ የ ሚሰጠው እና ትግበራው ግንኙነት
አሊቸውን መሌሳችሁ
አደሌከሆነምክንያታችሁንዘርዝሩ፡፡___________________________________________
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3.በእናንተ ት/ቤት የስነዜጋና ስነ ምግባር ትምህርትን ሇማስተማር ዋና ዋና ችግሮች
ምንምን ናቸዉ? ሀ/ከይዘትአንጻር
83
ሇ/ከአመሇካከትአንጻር
ሐ/ከመምህራንየትምህርትዝግጅትአነጻር,_______________________________________
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4.ተማሪ ተኮር የማሰተማር ስነዘዴን ሇመተግበር የወረዳ ትምህርት አመራሮች እና
የትምህርትቤትእርሰመምህርያደረጉትጥረትምንድነው?____________________________
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5.በእናነት አመሇካከት አንጽር የስነ-ዜጋና ስነመግባር ት/ትን በሳይንት አጅባር መሰናዶና
2ኛ ደርጃ ት/ቤት ሇማስተማር ዋና ችግር ነው ብሊችሁ የምታምኑበት ችግር በግሌጽ
ዘርዝሩ?
6 .ስነዜጋነ ስነምግባርን በማስተማር ሊይ ሌሚገጥሙ ችግር ሇመፍታት እዴመፍትሄ
መወሰድ ያሇበት ምንድን ነዉ
ሀ/ከመምህራን የ ትምህርት ዝግጅት አነጻር
ሇ/ከአመሇካከትአንጻር
ሐ/ከይዘትአንጻር
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84
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ሇትምህርት ቤት አመራሮች የተዘጋጀ ቃሇ መጠይቅ
1. የስነ-ዜጋና ስነመግባር መምህራንን የሙያ እድገት ሇማምጣት መወሰድ ያሇበት
ጠቃሚ ግንዛቤ ምንድን ነው ብሊችሁ ታስባሊችሁ?
2. የስነ-ዜጋናስነመግባር ትምህርት አተገባበር በእናንተ ት/ቤት እንደት
ገመገማችሁት?
3. የስነ-ዜጋና ስነምግባር ትምህርት ሇማስተማር በት/ቤቱ ውስጥ በቂ መርጃ
መሳርያዎች ይገኛሌ ወይ?
4.የተጋዳኝ ት/ት እንቅስቃሴ ሇ ስነ-ዜጋናስነመግባርትምህርትያሊቸዉ ፋይዳ ምንድንነው?
5. ባሇድርሻ አካሊት እንደመሆናችሁ መጠን የስና-ዜጋና ስነመግባር ት/ት ችግር ሇመፍታት
ምን ተግባርት መክናዎን አሇባቸው?
6. ስነ-ዜጋናስነመግባርት/ትሇሚያስተምርመምህራንያሊችሁአመሇካከት(እይታ)ምንይመስሊሌ?
ሇማህበራዊ ሳይንስ መምህራን የተዘጋጀ የቡድን መወያያ ትያቄ
1. .በእናንተት/ቤትየስነዜጋናስነምግባርትምህርትንሇማስተማርዋናዋናችግሮችምንምንናቸ
ዉ? ሀ/ከይዘትአንጻር
ሇ/ከአመሇካከትአንጻር
ሐ/ከመምህራን የ ትምህርት ዝግጅት አነጻር
2. የት/ቤቱ ማህበረሰብና መምህራን በስነ-ዜጋና ስነመግባር ትምህርት ሊይ ያሊችው
አመሇካከት ምን ይመስሊሌ?
3. የስነ-ዜጋ መምህራን ሇተማሪዎች እና ሇላሊዉ ማህበረሰብ ኣርእ ናቸዉ?
4. ተማሪዎች መበትና ግደታቸዉን በእኩሌነት ይተገብራለ?
85
5. የስነ-ዜጋና ስነመግባር ትምህርት በዘርፉ ባሌተመረቁ መምህራን መሰጠቱ
ምንአለታዊ ተጽእኖ አሇዉ
6. ከእናነት አመሇካከት አንጽር የስነ-ዜጋና ስነመግባር ት/ትን በሳይንት አጅባር
መሰናዶና 2ኛ ደርጃ ት/ቤት ሇማስተማር ዋና ችግር ነው ብሊችሁ የምታምኑበት
ችግር በግሌጽ ዘርዝሩ?
7. የተጋዳኝ ት/ት እንቅስቃሴ ሇ ስነ-ዜጋና ስነመግባር ትምህርትያሊቸዉ ፋይዳ
ምንድን ነው
8. የስነ-ዜጋናስነመግባርትምህርትበማስቲማርሊይሇሚገጥሙችግሮችንሇመፍታትከስነ-
መግባርመምህርንእናከት/ቤቱማህበረሰብምንአይነትተግባርትይጠበቃሌ?
9. .ስነዜጋነ ስነምግባርን በማስተማር ሊይ ሌሚገጥሙ ችግር ሇመፍታት እዴመፍትሄ
መወሰድ ያሇበት ምንድን ነዉ
ሀ/ከመምህራን የ ትምህርት ዝግጅት አነጻር
ሇ/ከአመሇካከትአንጻር
ሐ/ከይዘትአንጻር
ሇወርዳ ት/ት ባሇሙያ የቀረበ የቃሌ መጠይቅ ጥያቄ
1. የስነ-ዜጋና ስነመግባር መምህራንን የሙያ እድገት ሇማምጣት መወሰድ ያሇበት
ጠቃሚ ግንዛቤ ምንድን ነው ብሊችሁ ታስባሊችሁ?
2. የስነ-ዜጋናስነመግባር ትምህርት አተገባበር በእናንተ ት/ቤት እንደት
ገመገማችሁት?
3. የስነ-ዜጋና ስነምግባር ትምህርት ሇማስተማር በት/ቤቱ ውስጥ በቂ መርጃ
መሳርያዎች ይገኛሌ ወይ?
4. የተጋዳኝ ት/ት እንቅስቃሴ ሇ ስነ-ዜጋና ስነመግባር ትምህርትያሊቸዉ ፋይዳ
ምንድን ነው
5. ስነ-ዜጋና ስነመግባር ት/ት ሇሚያስተምር መምህራን ያሊችሁ አመሇካከት(እይታ)ምን
ይመስሊሌ?
86
6. ባሇድርሻ አካሊት እንደመሆናችሁ መጠን የስና-ዜጋና ስነመግባር ት/ት ችግር
ሇመፍታት ምን ተግባርት መክናዎን አሇባቸው?
APPENDEX-F
Consent letter
87
