Department of English Language and Literature
URI for this collectionhttps://rps.wku.edu.et/handle/123456789/45786
Department of English Language and Literature
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Item ASSESSMENT ON THE PRACTICE AND CHALLENGES OF WOMEN'S PARTICIPATION IN LEADERSHIP IN PUBLIC SECTORS IN THE CASE OF NONO WOREDA, WEST SHOA ZON(wku, 2025-06-08) DEJENE G/WOLDThis study mainly aims to examine the major assessment of the practice and challenges of women's participation in leadership in public sectors in the case of Nono Woreda, West Shoa. Mixed research design was used to address the research objectives. The total population of the study was 274 employees of in sectors in Nono Woreda. The sample size of respondents was 153. The data was organized and analyzed by simple descriptive techniques. The finding was based on primary and secondary data collected from different sources. The primary data was collected through questionnaires, interviews, and focus group discussions with the selected respondents, while the secondary data was collected from literature reviews. Women’s representations in leadership in public sectors have been improved. Although more men were occupied by the higher leadership positions yet. Social factors, factors related to women’s personal problems, organizational factors, and factors related to the legal framework gap were the main hindrances to women participating in leadership in the public sector. Give training, ensure women’s equal status, provide psychological make-up to develop their self-confidence, give special rewards, and promote and develop peer education to reduce their inferiority feelings were some of the recommendations that could enhance women’s involvement in leadership in the public sector.Item CHALLENGES AND OPPORTUNITIES OF WOMEN’S EMPOWERMENT IN PUBLIC SECTORS: THE CASE OF BUEE CITY ADMINISTRATION, EASTERN GURAGE ZONE, CENTRAL ETHIOPIA(2025-06-01) HULUAGERSH ASSEFAWomen's empowerment has been as a pivotal area of development discourse, yet its realization remains fraught with challenges, particularly within governmental public sectors in developing countries. . This study aimed to identify challenges and opportunities of women’s empowerment in public sectors in Buee City Administration, Eastern Gurage Zone. To address the research objectives, the study employed descriptive survey research design with mixed approaches. Both probability and non-probability sampling techniques were used to select sample respondents. Purposive sampling was used for selecting public sectors and leaders for interviews. Additionally simple random sampling was used to select female respondents for questionnaires. Both primary and secondary data sources were used. Questionnaires, interviews, and document reviews were used as data gathering instruments. Descriptive statistics were used for analyzing quantitative data, and qualitative data were narrated and embedded to support quantitative data analysis. The findings of the study revealed that cultural and societal norms, structural barriers of organizations, economic constraints, lack of networking opportunities, overburden of domestic responsibilities, and policy-related challenges were main challenges which hindered women empowerment in public sectors. Additionally, limited capacity development and training opportunities coupled with lack of women empowerment initiatives were identified as challenges. Affirmative action, presence of women and children sectors, gender preference, quota system and innovation of technology were identified as available opportunities for empowering women in public sectors. Based on the study findings; gender sensitivity capacity building training, community awareness campaigns, mentorship programs that aim to cultivate a supportive network for women in local government were recommended to enhance women’s empowerment and their contribution to the public sector.Item ASSESSING THE SOCIAL EFFECTS OF POVERTY ON WOMEN HEADED HOUSEHOLDS IN RURAL AREAS: THE CASE OF ENOR WOREDA IN GURAGHE ZONE, SNNPRS(wku, 2023-06-01) SIRAK MOHAMMEDThis study was aimed at assessing the social effects of poverty on women-headed households in rural areas, specifically in the case of Enor Woreda, Guraghe Zone, SNNPRS. A total of 99 sample women-head households were randomly selected from five selected kebeles. Primary and secondary data sources were used for this study. Primary data were collected through structured questionnaire, key informant interview and focus group discussions from rural women-headed households and concerned representatives from government sector and non-governmental organizations. By taking their specialized knowledge and experience in working with womenheaded households, the researcher involved experts from various backgrounds, including offices of labor and social affairs, culture and tourism, and NGO. This helped, the researcher to gather a comprehensive understanding of the social effects of poverty on women-headed households in rural areas, allowing for a more holistic analysis of the topic. To this end, the researcher used mixed approaches of both qualitative and quantitative methods to conduct the study. Descriptive design was employed to analyzing the collected data. Hence, the quantitatively gathered data was analyzed using descriptive statistics (frequency tables and percentages). The findings of this study made it clear that female-headed households were facing different social problems in accessing social services such as education, clean water, healthcare, and housing due to poverty. Additionally, women-headed households in the study area have also been encountering difficulties in ensuring food security, physical safety, security, and maintaining good family relationships. Furthermore, the preliminary findings highlight the emergence of exclusion and stigma within these households, primarily influenced by poverty. Additionally, the research indicates that female-headed households are particularly vulnerable to gender-based violence, exclusion, and stigma due to their circumstances. To address these substantial issues, collaboration between communities, government entities, and non-governmental organizations is crucial. by means of working together, these stakeholders must formulate effective strategies to mitigate the social consequences linked to poverty among rural women-led households, regardless of their de facto or de jure status.Item ANEVALUATIONOFTHEGRADENINEENGLISHTEXTBOOK'S COMMUNICATIVEGRAMMARTEACHINGTASKSANDEFLTEACHERS' IMPLEMENTATIONATSODOBUEEADMINISTRATIONSECONDARY SCHOOLINFOCUS(WOLKITE UNIVERSITY, 2024-06) WENDMU MEKONENItem Item AN INVESTIGATION OF SECONDARY SCHOOL ENGLISH LANGUAGE TEACHERS‟ AWARENESS, PRACTICE AND CHALLENGES ON CONTINUOUS WRITINGASSESSMENT: THE CASES WOLKITE HIDESE FIREW SECONDARY AND PREPARATORY SCHOO(WOLKITE UNIVERSITY, 2024-04) GETACHEW KEBEDETeacher’s awareness means teacher understands and believes to ass students. Writing is an interactive cognitive process which is based on the ability to create words and ideas. The purpose of this research was to investigate English language teachers‟ practice and challenges of continuous assessment (CA) in writing classes. To attain this objective, a descriptive survey research method was employed.. The sample consisted ten English language teachers who thought students from grade 9 to 12 and, 46students who had drawn from 2949 students of the schools. Simple random sampling technique was used to select the target schools while purposive sampling techniques was employed to select the participants of teachers and stratified simple random sampling technique used to select participant of students. To gather the necessary data, questionnaire, interviews, and observations were employed. In analyzing the data, percentage and mean were used. The results of the study showed that teachers‟ perceptive of the principles and purposes of CA were inadequate. Besides, there was a gap in the implementation ofCA in their writing classes. From the results of the study, teachers didn‟t give immediate feedback for their students. Even though there are various assessment devices in assessing writing skills, a few of them were only implemented in the writing classes, namely tests, quizzes and group assignment. Furthermore, the finding of the study indicated that large class size and high workloads were identified as the main factors of the implementation of CA in their writing classes. Thus, based on the findings of the study, the following recommendations were forwarded to alleviate the abovementioned problems in the schools. Any stakeholder should give successive training for teacher on how to give writing assessment and how to give immediate feedback for student's .And other stakeholder should fulfill necessary materials, which help for the teachers, like text book, building additional classroom for students.Item INVESTIGATING ELF LEARNERS' WRITING STRATEGIES USED: THE CASE OF HULBARAGE AND ANGAMO SECONDARY SCHOOLS GRADE 9 IN FOCUS.(WOLKITE UNIVERSITY, 2024-05) GEBRIE ZELEKEThe main purpose of this study was to investigate EFL learners writing strategies use at Hulbarage and Angamo secondary schools grade 9 in focus. To attain this objectives, mixed ( quantitative and qualitative) research approach was employed. And the researcher used descriptive research design. In order to gather the necessary data 150 ,students and 6 English language teachers, who have been teaching in grade 9 were selected as participants. Students were selected by using simple random sampling technique and the teachers were selected by compeherensive sampling technique. The data has been collected through questionnaire and interview. The students questionnaire to figure out learners most frequently use of learning writing strategies and difficulties face during writing composition. Questionnaires of teachers conducted to identify learners most frequently used strategies, to find out writing strategies EFL learners use and to examine learners least frequently used strategies. The second instrument of data collecting was interview for teachers to triangulate the finding of the problem. The result of students questionnaire revealed that majority of the students in the area use social strategy that they ask questions, show their writing to somebody and received feedback. And most of the students suggested in the questionnaire that they face difficulties in vocabulary , grammar organization of contents while they write composition . Therefore the researcher can conclude that,due to lack of vocabulary and grammar writing skills can not improved and use effective strategies. More over the results of teachers questionnaire revealed that social learning writing strategies have been used most frequently that they ask question . show their text to some body and receive feedback from others and sometimes hey used affective learning writing strategies . Teachers interview also revealed the findings and there is usage of social and affective learning writing strategies based on the findings of the study important conclusion were drawn and some useful recommendation were forwarded.Item ASSESSING STUDENTS’ READING SKILLS FOR ACADEMIC PURPOSE IN GURAGE ZONE IN THE CASE OF TIYA SECONDARY SCHOOL GRADE 10TH STUDENTS IN FOCUS.(WOLKITE UNIVERSITY, 2024-05) ALEMU ADIMASThe main objective of this study is assessing students‟ reading skills for academic purpose in Gurage Zone in the case of Tiya secondary school grade 10th students. The researcher used descriptive research design. This was because as the researcher tried to describe the observed data which were collected through the three data collection tools (questionnaire, interview and observation). There were 200 students who have been attending their grade 10th education with four separate sections and there were four home room teachers and one English teacher who have been teaching them at Tiya secondary school. Of these, 30% (60) students were selected for this study. To achieve the intended objective of the study, four home room teachers and one English teacher were selected for interview purposefully and twelve(12) students also were selected for it in lottery method (simple random sampling technique).The researcher mainly used forty eight(48) students for questionnaire from the whole sections( 12 students were selected randomly in each section). In addition to this, the researcher employed class room observation on English teacher at this school. The researcher mainly used questionnaire and interview as main tools for data collection and observation also used for cross-checking the data which were given in the questionnaire and interview. The result of the study obtained in thequestionnaire showed that English teacher mainly used teacher-centered teaching methodology in teaching reading skill. English teacher highly provided the post reading tasks to the learners and the learners were less motivated to do the pre and while- reading tasks as well. Since English teacher's teaching reading was so poor, the learners were supposed to do only the given or the post reading task as they suggested. The data obtained from interview depicted that the learners have lack of vocabulary knowledge, lack of reading habit, and their irritated kind of early schooling(reading) background were mainly affected them unable to improve their reading skills and academic performance. In addition, the poor implementation of teaching reading skill was also made the learners unable to improve their reading skills and academic performances. Similarly, the result obtained from the classroom observation revealed that teaching reading skill was given less emphasis as the English teacher used teacher-centered teaching methodology and as the learners did not get ample opportunities in guessing, predicting, analyzing and relating their prior knowledge with the existing knowledge. V 8In general, the students‟ lack of reading habit, lack of vocabulary knowledge, family (parents) work load, the irritated kind of their early schooling background and the poor implementation of English teacher‟s teaching reading skills were the major factors that hindered the students‟ reading skills for academic purpose in the case of Tiya secondary school grade 10th students. According to the results of the three instruments, it is possible to conclude that teaching reading skills at Tiya secondary school was very poor and it was given less emphasis. Hence, it is possible to recommend that reading skill should be taught in accordance with the students‟ involvements (student-centered teaching methodology)