Academic literature on the topic 'High school students – Ethiopia – Addis Ababa'
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Journal articles on the topic "High school students – Ethiopia – Addis Ababa"
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ELifneh, Yohannes Workeaferahu. "Financial literacy among high school teenagers in a developing country context - an empirical study with reference to high school students in Addis Ababa, Ethiopia." Independent Journal of Management & Production 12, no. 5 (August 1, 2021): 1436–52. http://dx.doi.org/10.14807/ijmp.v12i5.1402.
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Both developed and developing countries and economies have become increasingly concerned about the level of financial literacy of their citizens. Previous studies indicate that unlike the case in the industrialized world, the issue of financial literacy is a contemporary issue in the developing world, and it is an understudied field in this context. This study was initiated to survey the level of basic financial literacy among high school students in Addis Ababa, Ethiopia’s capital. Such a study corresponds to global initiatives such as by OECD requesting scholars to show case the level of financial literacy among young people in different countries/contexts. The data collection instrument was a standard questionnaire that measures the level of basic financial literacy of high school teenagers in Ethiopia. The questionnaire is based on the instrument originally developed by Lusardi and Mitchell, (2005); and this study uses the slightly updated version used by Van Rooij, Lusardi and Alessie, (2011) that measures basic financial literacy from angles of numeracy, interest compounding, inflation, time value of money, and money illusion. The study concludes that the level of financial literacy is not fairly good among the high school students. The high school students in the capital are not well versed with the basic financial literacy dimensions/measurements, mainly with the assessments of interest compounding, inflation, time value of money, and money illusion. The worst assessment results are a 90.8% failure in the money illusion question, a 70.9% failure in interest compounding assessment question, and a 62.7% failure in the time value of money assessment question. These are followed by a 58.4% failure in the inflation assessment question and a 31.3% failure in the easiest assessment question of numeracy. By and large, these findings testify that the high school students in Addis Ababa have serious deficiency in basic financial literacy. Policy makers and educators may need to seriously pay attention to this shocking deficiency in the level of basic financial literacy among the high school students and take measures to educate the youth this basic life skill at young age while they are still at school.JEL Classification Code: D14
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Kidane, Abraham, Dessalegn Sifer, Mesfin Aklilu, and Mahendra Pal. "Knowledge, Attitude and Practice towards Human and Bovine Tuberculosis among High School Students in Addis Ababa, Ethiopia." International Journal of Livestock Research 5, no. 1 (2015): 1. http://dx.doi.org/10.5455/ijlr.20150202104134.
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Tefera, B., A. Ahemed, and M. Fentahun. "Self-Regulatory Behavior of Adolescent Students in Ethiopia –The Case of Ayer Tena High School, Kolfe Keranio Sub City, Addis Ababa, Ethiopia." Science, Technology and Arts Research Journal 3, no. 4 (February 10, 2015): 172. http://dx.doi.org/10.4314/star.v3i4.25.
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Hirpa, Selamawit, Andrew Fogarty, Adamu Addissie, Linda Bauld, Thomas Frese, Susanne Unverzagt, Eva Johanna Kantelhardt, Sefonias Getachew, and Wakgari Deressa. "An Emerging Problem of Shisha Smoking among High School Students in Ethiopia." International Journal of Environmental Research and Public Health 18, no. 13 (June 30, 2021): 7023. http://dx.doi.org/10.3390/ijerph18137023.
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Shisha smoking is also known as hookah, water pipe, goza, and nargile. Shisha use among the young is increasing globally. Shisha smoke results in a high concentration of carbon monoxide, tar, nicotine, and heavy metals which can be toxic to humans, especially with chronic exposure. This study aims to determine the prevalence and risk factors of shisha smoking among in-school adolescents in Ethiopia. Four regional states in Ethiopia (Oromia, Amhara, Southern Nations, Nationalities, and Peoples’ Region, Tigray) and the capital city (Addis Ababa) were the study areas. A two-stage cluster sampling approach was employed to produce a representative sample. From the sampling frames in the study areas, 36 high schools were selected randomly. A multi-level logistic regression analysis was used to account for cluster-specific random effects, the effect of individuals’, and school-level variables for ever-use of shisha. A total of 3355 secondary school grade 9 and 10 students aged between 13 and 22 years took part in this study. A total of 86 (2.6%) and 20 (0.6%) of the study participants, reported that they had ever smoked or were current smokers of shisha, respectively. Of all study participants, 38.6% perceived shisha as less harmful than cigarettes and 48.5% reported that they do not know which was more harmful to health. Students were more likely to ever use shisha if they had friend/s who smoke shisha (AOR = 16.8, 95% CI: 6.4–44.3), ever smoked cigarettes (AOR = 8.2, 95% CI: 3.4–19.8), ever used khat (AOR = 4.2, 95% CI: 1.9–10.4), ever used marijuana (AOR = 3.9, 95% CI: 1.4–11.1), ever used smokeless tobacco (AOR = 3.1 95% CI: 1.1–8.4), and students had received income from their parents (AOR = 3.1 CI: 1.1–8.8). Prevalence of ever and current use of shisha among high school students is low in Ethiopia compared to many countries in Africa. The majority of adolescents perceived shisha as less harmful to health than cigarette smoking. Health education about the harmful effects of shisha should be delivered to adolescents, along with information on other substances like khat, cigarettes, marijuana, and smokeless tobacco to prevent initiation of substance use.
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Teshome, Dawit, and Teferi Gedif. "Determinants of alcohol drinking and its association with sexual practices among high school students in Addis Ababa, Ethiopia: Cross sectional study." Open Journal of Preventive Medicine 03, no. 06 (2013): 420–27. http://dx.doi.org/10.4236/ojpm.2013.36057.
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Kelkay, Asrat Dagnew. "Teachers’ role in curriculum implementation at primary and secondary schools of Addis Ababa, Ethiopia." Contemporary Educational Researches Journal 10, no. 2 (May 30, 2020): 28–41. http://dx.doi.org/10.18844/cerj.v10i2.4660.
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The purpose of this study is to investigate teachers’ role in curriculum implementation at primary and secondary school of Addis Ababa. Descriptive survey study was carried out at primary and secondary schools.64 department heads and 64 teachers were randomly selected in the schools. Mixed approach of quantitative and qualitative study was employed. A sample of four primary schools and four secondary schools were selected at random from Addis Ababa. Through the use of questionnaire data were collected from members of the curriculum committee and teachers in the respective schools. The findings from the data revealed that the role of teachers in curriculum implementation is ineffective due to various reasons among which shortage of materials and students’ problems are worth noting. Lack of adequate curriculum materials have encountered teachers to bring about the required changes in the behavior of students through the provision of various activities and experiences. On the basis of the finding, it was recommended to combat the problem by providing the means and materials for schools. The school should develop the culture of organizing the efforts of teachers and students to generate fund and promote self-sufficiency in the long run. Further, deep investigation was recommended to screen out the essence of the problem from its root.
Keywords: Curriculum implementation, primary school, secondary school, teachers
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Chargualaf, Michael J., Tieumy T. Giao, Anna C. Abrahamson, David Steeb, Miranda Law, Jill Bates, Teshome Nedi, and Benyam Muluneh. "Layered learning pharmacy practice model in Ethiopia." Journal of Oncology Pharmacy Practice 25, no. 7 (January 7, 2019): 1699–704. http://dx.doi.org/10.1177/1078155218820105.
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Purpose Ethiopia is home to a growing population of more than 100 million people. Healthcare in the region functions with a shortage of oncologists. Pharmacists as well as other healthcare providers can assist with expanding patient access to cancer care. A pilot project was proposed to provide education, determine areas to expand pharmacy services in oncology, and recommend interventions at Tikur Anbessa Specialized Hospital and Addis Ababa University. Methods A layered learning practice model comprising of a clinical pharmacist, a post-graduate year two oncology pharmacy resident, and two fourth-year student pharmacists was constructed for the experience. Through collaboration with the College of Pharmacy at Addis Ababa University, an international experience was developed to provide education and advance pharmacy practice at Tikur Anbessa Specialized Hospital. Results Based on findings from a needs assessment, the participants collaborated with key stakeholders to develop practices and procedures for the implementation of high-dose methotrexate and for comprehensive chemotherapy order review. In addition, 17 didactic lectures were provided to nine students enrolled in the Master of Pharmacy in Pharmacy Practice at the College of Pharmacy at Addis Ababa University. Conclusion This experience provided educational and clinical impact using a layered learning practice model, consisting of a clinical pharmacist, pharmacy resident, and pharmacy students in an international setting. There is significant potential for clinical pharmacy to positively impact patient care in the oncology setting in Ethiopia. Future initiatives for advancement include the safe handling of hazardous agents, additional therapeutic drug monitoring, and outpatient oncology pharmacist practice.
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Shegaze, Mulugeta. "Magnitude and Determinants of Overweight and Obesity Among High School Adolescents in Addis Ababa, Ethiopia." Journal of Food and Nutrition Sciences 3, no. 5 (2015): 166. http://dx.doi.org/10.11648/j.jfns.20150305.11.
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Darge, Haile Fentahun, Getahun Shibru, Abiy Mulugeta, and Yinebeb Mezgebu Dagnachew. "The Prevalence of Visual Acuity Impairment among School Children at Arada Subcity Primary Schools in Addis Ababa, Ethiopia." Journal of Ophthalmology 2017 (2017): 1–7. http://dx.doi.org/10.1155/2017/9326108.
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Background. Visual impairment and blindness are major public health problems in developing countries where there is no enough health-care service. Objective. To determine the prevalence of visual impairment among school children. Materials and Methods. A school-based cross-sectional study was conducted between 15 June 2015 and 30 November 2015 at Arada subcity primary schools, Addis Ababa, Ethiopia. Two schools were selected randomly, and 378 students were screened from grades 1 to 8 using systematic random sampling method. Snellen chart was used for visual acuity test. Students who had visual acuity of ≤6/12 were further examined by an ophthalmologist to diagnose the reason for low vision. Data was analyzed using SPSS version 20. Results. A total of 378 students were screened, and 192 (50.8%) were females and the remaining 186 (49.2%) were males. The prevalence of visual impairment (VA) of ≤6/12 on either eye was 5.8%, VA < 6/18 on either eye was 1.1%, and VA < 6/18 on the better eye was 0.53%. In this study, color blindness [OR: 19.65, 95% CI (6.01–64.33)] was significantly associated with visual acuity impairment. Conclusion. The prevalence of visual impairment among school children in the study area was 5.8% and school screening is recommended.
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Abdi, Tariku A., Robert A. C. Ruiter, and Tamirie A. Adal. "Personal, Social and Environmental Risk Factors of Problematic Gambling Among High School Adolescents in Addis Ababa, Ethiopia." Journal of Gambling Studies 31, no. 1 (September 29, 2013): 59–72. http://dx.doi.org/10.1007/s10899-013-9410-9.
Full textDissertations / Theses on the topic "High school students – Ethiopia – Addis Ababa"
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Gatta, Abraham Alemayehu. "Knowledge and attitude towards voluntary counselling and testing (VCT) services among adolescent high school students in Addis Ababa, Ethiopia." Diss., 2011. http://hdl.handle.net/10500/6301.
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Voluntary HIV counselling and testing (VHCT) is one of the key strategies in the prevention of HIV in Ethiopia. However, utilization of the VHCT services among adolescents has been reported as low by previous studies. The purpose of this study was to investigate adolescents’ knowledge and attitudes towards VHCT services among adolescents attending high school in Addis Ababa, the capital city of Ethiopia. A cross-sectional school-based design using quantitative methods was employed to attain the objectives of the study. Data collection was done using self-administered structured questionnaires among 378 adolescent high school students. Data was analysed using the Statistical Package for Social Sciences (SPSS). The findings revealed that 75.7% of students are aware of the voluntary HIV counselling and testing services; 62.2% use the services and suggested that VHCT services should be located in schools and youth clubs for better access by adolescents. Thirty-two percent of respondents rated themselves at risk of HIV infection and 35.2% were not willing to disclose their HIV positive status to anybody. The findings of the study clearly indicate a need for a more accessible voluntary HIV counselling and testing services for adolescents.Health Studies
M.A. (Public Health)
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Haile, Elias Sebsibe. "School leadership towards teacher job satisfaction: a case study in public secondary schools in Addis Ababa, Ethiopia." Thesis, 2020. http://hdl.handle.net/10500/26828.
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The purpose of this study was to investigate the public secondary school leadership styles and teacher job satisfaction in Addis Ababa, Ethiopia. A qualitative case study research design was employed to elicit the perception of principals and teachers to the issue under the study. Ten principals and twenty-four teachers were purposively selected to participate in the study. Data collection was done using semi- structured interview questions. Data analysis was done using ATLAS.ti version 8. The study findings revealed that there is state political interference in the public secondary school management system, the teaching-learning process and the selection of the principals. Principals were not appointed based on their qualifications and experience but rather were assigned to the position based on their political affiliation to the ruling party. The study respondents perceived that management structures such as the one to five groups, the developmental army/change army group and command post were the tools for ruling party to indoctrinate its political ideology. School secularism was not applicable; the ruling party members had continuous meetings in school and had a role in the decision-making of the school. Principals focused on political activities with teaching and learning activities being neglected and were not perceived as employing an instructional or transformational leadership style. Teachers perceived their levels of job satisfaction as very low with state political interference, bad leadership practices of principals, low salary and benefits, low social acceptance for teaching profession, bad behaviour of students, low achievement of students, government lack of attention for education and practice of corruption in other sectors being major factors. Recommendations were made and a suggested school leadership model was presented, to enhance school management effectiveness and to improve teacher job satisfaction.Educational Management and Leadership
D. Phil. (Education)
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Mengistu, Gedefaw Kassie. "Job satisfaction of secondary school teachers in Ethiopia." Thesis, 2012. http://hdl.handle.net/10500/9742.
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Much research has been done on the job satisfaction of secondary school teachers in Addis Ababa, Ethiopia. The aim of this research was to investigate factors that influence the job satisfaction of these teachers. A literature review of theories on job satisfaction was undertaken. In the empirical investigation, a mixed-methods sequential explanatory design was used. In the quantitative phase, the data collection was done by means of a self-constructed structured questionnaire that focused on four work factors that were identified during the literature review, namely salary and benefits, management, work characteristics, and interpersonal relationships. The stratified, random sample consisted of 300 secondary school teachers in Addis Ababa. The data were statistically analysed using the Statistical package for the Social Sciences (SPSS) computer software programme, and the results were appropriately interpreted. In the second, namely the qualitative phase, interviews were conducted with a sample of 10 teachers who were purposefully selected from a larger sample. The data were analysed by using the constant comparative method. The results make a significant contribution to new knowledge and understanding of current issues relating to the job satisfaction of teachers in selected secondary schools in Addis Ababa. The results indicated that the teachers were significantly dissatisfied with most aspects of their work. Salary and benefits emerged as the primary dissatisfying aspect of all the work factors. Other areas of dissatisfaction related to poor fringe benefits and opportunities for promotion, the management style of the principals, the lack of decision-making opportunities for the teachers, as well as the opportunity to develop personally, and the poor relationships teachers have with the principals and the parents. The data also indicated that teachers who were 50 years and older, were significantly more satisfied with their work than the younger teachers. Accordingly, teachers with 21 years and more experience were also significantly more satisfied with their work than the less experienced teachers. In addition, all four of the identified factors were found to have statistically significant correlations with job satisfaction. Qualitative data confirmed the quantitative results. Finally, recommendations were made in order to enhance the job satisfaction of secondary school teachers in Addis Ababa, and for further research.Psychology of Education
D. Ed. (Psychology of Education)
Reports on the topic "High school students – Ethiopia – Addis Ababa"
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.
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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.