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Quality of Primary Education in Ethiopia: the Case of Early Grade Mathematics Competency in Tigrai

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Quality of Primary Education in Ethiopia: the Case of Early Grade Mathematics Competency in Tigrai QUALITY OF PRIMARY EDUCATION IN ETHIOPIA: THE CASE OF EARLY GRADE MATHEMATICS COMPETENCY IN TIGRAI Abraha Asfaw Dissertation Submitted to the Department of Curriculum and Teacher Professional Development Studies in Fulfillment of the Requirements for the Degree of Doctor of Philosophy (PhD) in Curriculum Design and Development College of Education and Behavioral Studies Addis Ababa University Addis Ababa, Ethiopia March, 2015 © Abraha Asfaw, March 2015 All Rights Reserved Dedication: To My Father - My Foundation Quality of Primary Education in Ethiopia: The Case of Early Grade Mathematics Competency in Tigrai By Abraha Asfaw Dissertation Submitted to the Department of Curriculum and Teacher Professional Development Studies in Fulfillment of the Requirements for the Degree of Doctor of Philosophy (PhD) in Curriculum Design and Development Addis Ababa University Abstract This study explored the status of quality of primary education in Ethiopia as measured by early grade mathematics competency in Tigrai. For this purpose, the study adopted quantitative research design and the Early Grade Mathematics Assessment (EGMA) approach with a focus on Counting Concept (CC) and Number Sense (NS) constructs and their respective indicators. Operationally, while CC included One-to-One correspondence, Cardinality and Missing Number sub-tests; NS construct was defined by measures of Oral Counting, Number identification, Quantity Discrimination, and Addition and Subtraction. Data was collected from 834 grades 1 and 2 students, 55 teachers and 21 head teachers from 21 randomly selected primary schools and seven districts of the Regional State. The study used a data collection instrument that comprised two sets of items: (a) seven sub-tests on the measures of the constructs, and (b) background questionnaire on predictive variables. From the results of the analysis of data using both descriptive and inferential statistical techniques, it was concluded that: (1) quality of primary education in Ethiopia as measured by Early Grade Mathematics Competency is basically low, as the mean score of the children fell at about 39 per cent, far less than the policy benchmark set (minimum 50 %); (2) urban children outperformed their rural counterparts with medium effect size (d=.78), i.e. 50% urban children iii surpassed about 78% of children from rural setting; (3) gender inequality in favor of boys is a reflection of rural setting, indicating that rural girls are at double disadvantage; and (4) of the variables included, age, being male in rural setting, availability of functional library and textbook-student ratio predicted relative success in learning. Given that early grade is the foundation for human and knowledge development, the findings are not only status indicators but also future predictors. Students who start with learning problems are likely to have limited capacity to succeed in upper grades. The findings, therefore, imply the need for deepening our knowledge of quality dimensions in the Ethiopian policy context, reforming curriculum, conducting further and comprehensive research on critical achievement and inequality variables, and designing timely and appropriate intervention schemes to redress the problem. Key Words: Quality, Early Grade, Mathematics, Competency iv ACKNOWLEDGEMENTS The process of developing this research and the nature of the study itself helped me to realize that this final outcome is a result of accumulated experiences, and not necessarily an impact of the PhD program only. Without the support of many people in the process of my education from early age to this level, the present achievement could have been difficult to imagine. I am thankful to all. I enjoyed the support, guidance and professional critique of my advisor, Dr Amare Asgedom, truly speaking a colleague and a friend. Since the inception of the study to its current status, he pushed me to the depth of the conceptualization and technicalities, and extended his unreserved support during difficult transitions. Thank you for what you have done to me. Many colleagues encouraged and extended their support throughout the study. Dr Ambisa Kenea was always on my side, I am indebted to thank him for his encouragement, constructive comments and sharing my academic load to give me time for the research work. The comments from Dr Dessu Wirtu and Dr Belete Kebede (USA) on the draft version enriched the quality of the report and I extend my thanks to both of them. Atsbha Kasa, Tewelde Girmay, and Gebre Welde-Silasse (and his beloved wife Mebrat Kahsay), all from USA, shared my ambition and their support was helpful to bring this study to its final stage. I should also note the support from Dr Gebre-Egziabher Debeb and Haftay Gebre-Egziabher at different levels of the study. I extend my appreciations to all! The data collection was so expensive and money intensive. I really appreciate the generous vehicle support of Tigrai Development Association (TDA), especially H.E. Ambassador Tewlde Gebru, Tigrai Regional State Education Bureau, especially Ato Gobezay W/Aregay, Ato Teklay G/Medhin, the then Deputy Head of Woreda Administration and Head of Finance and Economic Development of Kilte-Awlaelo woreda. Tadesse Mamo and Rezene Fiseha helped in the coordination of the training of assessors and data collection process, and I extend my appreciation to the support I enjoyed during my study. My brother Bekuretsion Asafw was always on my side, especially the process of data entry and cleaning would have been very difficult without his direct involvement. Thank you Bekru! This study was time taking. I have to extend my gratitude to my beloved wife W/ro Solome Mamo for her care, support, and courage to shoulder the family responsibilities throughout my study time. My Kids (Mearg, Hermela, and Tsadena) were so patient and loving despite my focus on my study for so long. Please know that you are my vision and inspiration. v I recognize that my parents invested a lot on my education. My father and mother worked hard to push me up the education ladder since early ages. My mother, W/ro Tekien Sibhatu, spent sleepless nights during my whole school years to make sure I have everything in time; my father, Ato Asfaw Ambaye, laid my foundation. He was a self- literate, and used to surprise me in his fond of knowledge and critical arguments to continuously shape my thinking and make sure I am growing. Unfortunately, even today (at this level) I run short of adequate words to express my indebtedness to his lifelong efforts to ensure my success in the academic arena. Anyway, I say thank you to both of you and I pray to rest the soul of my father in peace! There were difficult times where I have to think of dropping out of school had it not been for the unparallel sacrifice of my parents, my brothers (Werkilul and Haile-Mariam), and my sister (Mulu) and her husband (Kishi Fetiyeyo Redae). Please know that the memory of the past is still alive and I thank you all for what you have done to me! vi TABLE OF CONTENTS Page Abstract…………………………………………………………………………... iii Acknowledgements……………………………………………………………..... v List of Tables……………………………………………………………………… xi List of Figures……………………………………………………………………. xiii Abbreviations/ Acronym................................................................................. xiv CHAPTER 1: SETTING THE SCENE: THE ISSUE AND ITS CONTEXT……………………………………………….. 1 1.1. Introduction…………………………………………………………... 1 1.2. The Issue in Context…………………………………………………. 4 1.2.1. Research on learning: The conceptual shift………………….... 4 1.2.2. Early grade mathematics learning in Tigrai: The inadequacy of the evidence………………………………………………....... 7 1.2.3. Research on early grade mathematics constructs…………….. 10 1.2.4. Determination of early grade mathematics competency in Tirgai.......................................................................................... 11 1.3.The Research Problem………………………………………………... 12 1.4.Objectives of the Study……………………………………………….. 15 1.5. The Contributions of the Study……………………………………… 15 1.6. The Theoretical Framework for Assessing Competency…………..... 20 1.6.1. Established theoretical models of research in student learning. 20 1.6.2. Personal assumptions ……………………................................. 25 1.6.3. The conceptual framework of the study...................................... 27 1.7. The Scope of the Study………………………………………………. 28 1.8. Limitations of the Study…………………………………………….... 29 1.9. Organization of the Thesis…………………………………………… 31 1.10. Operational Definitions of Key Terms……………………………… 33 vii Page CHAPTER 2: RESEARCH METHODOLOGY ……………………......... 35 2.1. The Research Design……………………………………………… 35 2.2. Sampling Frame……………………………………………………. 38 2.3. Sampling Procedures and Sample Size……………………………. 42 2.4. Instruments of Data Collection…………………………………….. 46 2.5. Training of Assessors, Piloting and Data Collection Process……………………………………………………………... 55 2.6. Data Entry, Quality Checking, and Analysis Techniques…………. 60 CHAPTER 3: QUALITY OF PRIMARY EDUCATION: DEFINITIONAL PERSPECTIVES………………... 65 3.1.Introduction……………………………………………………….. 65 3.2.Philosophical Perspectives on Defining Quality of Education…….. 66 3.3. Systems Model on Defining Quality of Education……………….. 77 3.4. EFA Perspectives on Defining Quality of Education…………….. 81 3.5.Limitations of the EFA Declarations………………………………. 89 3.6. Conclusion: Operationalizing Educational Quality in this study..... 94 CHAPTER 4: ASSESSING QUALITY IN MATHEMATICS: LESSONS FROM GLOBAL EXPERIENCES ………................... 99 4.1. Introduction
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