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Teachers are the most important resource in any school system. However, operating at the intersection of knowledge, skills, and the transmission capacity of values through reflective practice can be challenging. This study focuses on the experience and challenges of teachers in higher education institutions (HEIs) in Ethiopian public universities when it comes to reflective practice. To achieve our objective, we used a descriptive survey research design with a mixed research approach to collect primary data from 140 HEIs teachers (127 male and 13 female) at four public universities in Ethiopia. We employed a random sampling technique and utilized questionnaires, and interviews. We used two types of questions to gather data: one to assess the teachers' experience with reflective practice and levels of instruction, and the other to identify problems and instruction levels. Qualitative data were analyzed through subject description, while quantitative data were tested using descriptive, Pearson correlation, and univariate analysis of ANOVA statistics. The results indicate that the experience of HEIs teachers reveals significant associations in all favorable aspects of reflective practice components (i.e., reflection-in-action, reflection-on-action, reflection-with-action, and self-appraisal). However, some teachers agreed or disagreed that they faced challenges in their teaching experience. Some problems encountered were agreed upon, while others were not. Based on these findings, we provide recommendations for improvement.

Although, written corrective feedback (hereafter referred to as CF) is applauded in many writing courses for fostering students' quality writing, its impact on grammatical accuracy in L2 students' writing remains a debated topic. Thus, this study looked into the effect of CF types on L2 students' grammatical accuracy in writing. To achieve this objective, the design of this study was quasi-experiment. During the intervention of the study three groups: two experimental groups and one control group were participated with a total of 150 students. Over the intervention of 8 weeks, the students received pretest, immediate post-test and a delayed post-test was given. The data collected through the writing tests was analyzed using one-way ANOVA and Scheffe post hoc tests. The findings indicated that although CF types have positive effects during the immediate posttest scores, they did not have any positive effect on L2 students' grammatical accuracy in writing context in the delayed posttest scores. This implies that CF alone is not sufficient for improving the grammatical accuracy of high school students in Ethiopia. Although the CF literature discussed its importance in the language acquisition, teachers are advised to focus on students' additional exposures in writing accuracy rather than grammatical correction in their writing classes and use longer treatment to allow language learners' engagement with the CF types provided.

Despite the complex nature of writing, many students are hesitant to tackle difficult subjects. To help those facing writing difficulties and increase their motivation, this study examines the effect of teacher-student collaboration through guided-writing instruction. A two-group quasi-experimental design was used with a pre-treatment-post-tests format. The participants in this study were 50 11th-grade students (aged 17-24; 28 male and 22 female) from Data Sana Memorial School in Wolaita Sodo City, South Ethiopia. Writing skill tests and questionnaires about writing motivation were used to collect data, which was then analyzed using independent samples t-test analysis to determine the effectiveness of guided-writing on students' writing improvement and motivation. Although the pre-test results did not show a significant difference between the mean scores of the control and experimental groups, the post-test results of the writing skill tests showed a statistically significant difference between the means of the experimental and control groups. Additionally, the results of the writing motivation questionnaires revealed that the mean score of the experimental group increased significantly in the post-test compared to the pre-test. These findings demonstrate the usefulness of guided-writing instruction in assisting students with writing difficulties and motivation. In conclusion, the findings have implications for teaching writing through guided-writing instruction and it is recommended to help students struggling with writing and a lack of motivation. Moreover, further research into writing instruction through guided-writing in various ecological aspects and grade levels is required.

Emotional intelligence (EI) refers to the ability to recognize, understand, and manage emotions, which has been found to play a crucial role in academic achievement. However, there is limited research on the impact of EI on writing performance, particularly in the Ethiopian context. Therefore, this study aims to address this gap by examining the correlation between EI and writing performance among Ethiopian high school students. To achieve this objective, a correlational research design was used. A sample of 11th-grade students (aged between 17 and 24; 69 male and 107 female) from high schools in Ethiopia was selected using a simple random sampling method. The participants completed a standardized EI questionnaire, providing quantitative data. Additionally, a writing task was assigned to the participants, and their written compositions were analyzed to assess their writing performance. The collected data were analyzed for validity and reliability using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) statistics. Pearson's correlation coefficient was used to analyze the relationship between EI and writing performance, univariate analysis and ANOVA test was used to determine the difference in EI among participants. The findings of this study showed a statistically significant relationship between EI and writing performance. Furthermore, the results provided insights into the specific relationship between EI and writing performance among high school learners in Ethiopia. The implications of this study may extend to educational policy and practice, as it can inform the development of interventions and strategies to enhance students' EI and improve their writing skills.

Assessment for learning, which is one of the assessment genres, is a means of gathering information during teaching and learning and it is helpful to determine students' success in learning. The article aims at examining the understanding of Amharic language teachers on the strategies and challenges of assessment for learning practices. To meet this objective, participants were selected through the cluster random sampling technique for a questionnaire survey (n=180) from all levels of general education (i.e., grades one to twelve). Twelve (12) teachers for an in-depth interview and four (4) teachers for an informal conversation were also selected through cluster random sampling and ,. The data acquired through the closed-ended items of the questionnaire was analyzed by a one-sample t-test while the data obtained through an open-ended items of the questionnaire; interviews, and informal conversation were analyzed qualitatively through verbal descriptions. The results from a closed-ended questionnaire show that teachers practice of assessment for learning strategies in the classrooms. Conversely, the data from the open-ended questionnaire shows that most of the teachers' relied on the assessment of learning. Besides, their awareness of assessment for learning strategies was found limited. Moreover, lack of transparency, lack of knowledge and experience, school administrative problems, lack of training, and reliance on assessment preference are the challenges that teachers faced while attempting to implement assessment for learning strategies. Based on the findings, recommendations were also forwarded.

Reflection in education has seen an upsurge in research interest since as reported by Dewey (How we think, Prometheus Books, Buffalo, 1991) ground-breaking work, which plays an integral role in fostering students' self-reflection and demonstrable learning skills. However there have not been enough studies to determine whether writing instruction from the perspective of self-reflection before action improves undergraduate students' essay writing achievement. This article investigates the effects of Ethiopian university-undergraduate students' self-reflection before action on their essay writing achievement through the mediation of teaching writing instruction. The study's methodology involved two phases of intervention in a counterbalanced design. The participants were 47 male and female students aged 19-22, from Arba Minch University. They were assigned to a control group and an experimental group using the matched sampling technique. During the first phase, the experimental group (Group A) was instructed to engage in self-reflection-based course activities over a period of two months while the control group was not. In the second phase Group B was engaged in self-reflection-based course activities over a period of two months while Group A was kept under control. To collect data, preliminary students' self-reflection was provided using an open-ended questionnaire, and pre- and post-tests of writing were given to both groups. Mean and standard deviation statistics were applied after the thematic analysis of the qualitative data. Additionally, a univariate analysis of variance was performed to answer the query regarding the impact of self-reflection on students' essay writing performance. The findings demonstrated that, despite the students encountering numerous difficulties during their essay-writing exercises, the self-reflection-based instruction had a significant positive impact on the participants' essay-writing achievement. In conclusion, the findings have some implications for teaching essay writing instructions.

The study was conducted on 38 University EFL major students and on their 10 EFL teachers to examine their belief towards the role of using Technology Assisted Language Teaching (TALT-Hereafter) in minimizing students' FLA. The data were gathered using both qualitative and quantitative methods. The quantitative data was collected using by GBM and GAM (McCroskey & Richmond, 1989) which are the most standardized and highly reliable data gathering tools to measure beliefs and attitudes of respondents in wide range topics. Three open ended questions were also used as data collecting instrument to reveal the practice of using TALT in the EFL classroom. Finally the descriptive analysis of the GBM result showed that both EFL students (m=5.87; SD 0.567) and their teachers (m=4.85; SD=0.672) had strong belief on the role of using TALT in minimizing FLA. The descriptive analysis of the GAM also revealed that both EFL students (m=6.04; SD 0.513) and their teachers (m=4.3; SD= 0.572) had positive attitude towards using TALT during teaching-and-learning EFL. However, the qualitative data revealed that the actual practice in using technology assisted language teaching-and-learning trend was found very low and discouraging in both the EFL students and their teachers. Finally, the study ends with practical recommendations for the main actors to use TALT in EFL classes to make the classroom less stressful.

This study aims to investigate Ethiopian higher education Amharic language writing skills instructors' practices of Assessment Methods in writing skill context. It was also intended to look for their viewpoints about the practicality of implementing Assessment Methods in Amharic writing courses. In order to achieve the goals of this study, document analysis such as course outlines and assessment papers, 10 Ethiopian Amharic language writing skill instructors, and teaching at higher education were cross-examined. Since the study employs a mixed-method design, the researcher profited from both document analysis and interviews. The document analysis and interview data were analyzed thematically, discussed thoroughly and then interpreted. The results indicated that the majority of Ethiopian Higher Education Amharic Language writing skill courses instructors is implemented as 95% traditional assessment and 5% alternative assessment methods. Application of the assessment methods and activities was encouraged based on the curriculum. They rarely apply Alternative assessments in their writing courses. Further investigations revealed that the instructors were not fascinated by the implementations of alternative assessment in their writing courses.

Abstract Objective In Ethiopia skilled deliveries are increasing but stillbirth is not reducing as required. However; there are limited numbers of up to date studies done related to stillbirth in the study area. Therefore this was aimed to assess the prevalence and determinants of stillbirth using facility based cross-sectional study among women attended deliveries at Aksum General Hospital in 2018. Systematic random sampling method was used to select 573 study participants from the deliveries attended during the study period. The data was entered into Epi-data version 3.1 and exported to Statistical Package for Social Science version 21 for analysis. Bivariate and multivariable logistic regression analysis were conducted to identify significant predictors and strength of association was measured based on adjusted odds ratio with 95% confidence level and statistical significance was declared at p-value less than 0.05. Results The prevalence of stillbirth was 3.68% in this study area. Maternal age 20–35 (AOR = 0.25; 95% CI (0.08, 0.80)), not using partograph (AOR = 8.66; 95% CI (2.88, 26.10)) and gestational age

Abstract Objective Premarital sexual practice during adolescence time may lead to different sexual and reproductive health problems including HIV/AIDS. This study was aimed to assess the prevalence of premarital sexual practice and associated factors among adolescents living in the refugee camps in Tigray, northern Ethiopia. Result The prevalence of premarital sexual practice was 47.6% [95% CI (43.3%, 51.9%)]. The age (mean ± SD) of the study participants was 17.4 ± 2.71 (15–24 years) and 68.8% of them were males. Being in the age group 14–19 years [AOR = 4.50, 95% CI (2.29–8.84)] or 20–24 years [AOR = 9.76, CI (4.58–20.82)], living with friends [AOR = 5.24, 95% CI (2.28–12.05)] or alone [AOR = 5.72, 95% CI (2.69–12.19)], being in primary school [AOR = 6.93, 95% CI (3.08–15.57)] or college [AOR = 4.33, CI (1.44–13.02)], getting pocket money [AOR = 4.14, 95% CI (2.31–7.41)], parents being either divorced [AOR = 5.11, 95% CI (2.42–10.80)] or widowed [AOR = 3.52, 95% CI (1.69–7.33)], alcohol consumption [AOR = 1.99, 95% CI (1.20–3.38)] were independent predictors of premarital sexual practice among the adolescents.

Abstract Objectives Most maternal and newborn deaths occur during labour and delivery. Birth preparedness and complication readiness practice getting early services when problems may arise is the most achievable components of safe motherhood strategies. However, there is limited evidence found particularly in the study area. Thus, a community based cross-sectional study was conducted from May 17 to June 30, 2017, to assess birth preparedness practice and associated factors among pregnant women in Medebay Zana district in Northern Ethiopia. Result The finding showed that about 176 (32%) of the respondents were prepared for birth based on the criteria set in this study. Preparation for birth was higher among married women (AOR = 4.14, 95% CI (1.47–11.64)), among governmental employed women (AOR = 2.69, 95% CI (1.19–6.05)), those who attend antenatal care service (AOR, 0.11, 95% CI (0.05–0.22)), planned pregnancy (AOR = 0.06, 95% CI (0.03–0.15), those who had saving habit (AOR = 15.81, 95% CI (7.20–34.72), duration of pregnancy near to 9 month (AOR = 5.86, 95% CI (3.25–10.58). Preparation for birth was lower among illiterate mothers (AOR = 0.15, 95% CI (0.07–0.30), among mothers who attended primary education (AOR = 0.01, 95% CI (0.01–0.04)). The prevalence of birth preparedness practice in the study area was low. Community-based health education about preparation for birth is important.

Abstract Objectives HIV remained the major cause of death in women of reproductive age worldwide. There is limited evidence regarding the fertility desire of HIV positive women receiving HIV care in the study area. Therefore, facility based cross-sectional study was conducted from March to April 2017 to assess fertility desire of HIV positive women and associated factors among mothers in receiving HIV care Jimma town, Southwest Ethiopia. Simple random sampling technique was taken to draw the sample after stratification. Data were analyzed using SPSS version 21 and statistical significance was declared at P value less than 0.05. Results This finding showed that, 175 (46.8%) of the Antiretroviral therapy users had fertility desire with those significantly associated factors; women in the age 18–29 years [AOR = 4.05, 95% CI 1.24–13.33], being married [AOR = 0.32, 95% CI (0.13–0.78)], having diploma educational level [AOR = 5.34, 95% CI 1.10, 15.60], having only boys or girls children [AOR = 2.79, 95% CI (1.24–6.25)], having 18–36$ monthly income [AOR = 1.27, 95% CI (1.56–10.67)], Partner’s HIV status [AOR = 3.56, 95% CI (3.02–9.33)] and non use of contraceptives [AOR = 2.57, 95% CI (1.08–6.13)]. Fertility desire in the study area was high. Strengthening PMTCT service should consider fertility desire of mothers living with HIV.

Abstract Objective Weight at birth is a good indicator of the newborn’s chances for survival, growth, long-term health and psychosocial development. Therefore, the aimed of this study is to assess the prevalence and associated factors of low birth weight in Axum town, Tigray, North Ethiopia. Result The magnitude of low birth weight was 8.8%. Height of mother adjusted odds ratio (AOR) 4.607 (CI 1.34–15.8), gestational age AOR 4.7 (CI 1.08–20.44), anti-natal care (ANC) visit AOR 0.076 (CI 0.009–0.645), anemia during pregnancy AOR 14.5 (CI 3.821–55.6) and drinking alcohol AOR 6.4 (CI 1.235–33.94) were found to be significantly associated with low birth weight. Pre-conceptual counseling on nutrition, about the effect of short suture on birth outcome and personal maternal habit (drinking alcohol), effective treatment and prevention of anemia and awareness on the importance ANC follow up should be the target.

In northern Ethiopia, meteorological droughts overwhelm crops and often lead people to food insecurity and poverty traps. Socioeconomic droughts similarly aggravate poverty and impact livelihoods; causing significant challenge on communities. Such issues in the area were not researched and not well addressed. Hence, the objective of this study was to evaluate the temporal and spatial trends of meteorological drought and the implied socioeconomic drought impacts in the Tekeze Watershed. The main data sources for this study included survey questionnaires, field observations, and CHIRPS data. Precipitation data from various stations were also employed to validate the CHIRPS data using a random forest regression model. The results revealed a strong coefficient of determination for the model, with values of 0.88, 0.87, 0.88, and 0.84 for the Mekele Obseva, Sekota, Yichila, and Ashere stations, respectively. This indicates that the precipitation recorded at these stations can be well-explained by the CHIRPS data. The temporal trends of meteorological drought showed that most of the years faced shortage of rainfall, where the year 2015 exceptionally faced a severe drought. The drought conditions in the area were exacerbating from time to time with a drought reoccurrence period of 2 years. The socioeconomic drought also found similar results within the agricultural drought that the years 2000, 2002, 2004–5, 2009–11, 2013–15, 2017, and 2021–23 were affected by droughts of different severity levels and associated socioeconomic impacts. Accordingly, almost all (99.5%) of the respondents reported that they were personally experiencing droughts. The major causes of drought in the study watershed were climate variability, land use changes, land degradation, water mismanagement, deforestation, war, and desert locusts. The consequences of these overlapping crises include pandemics, malnutrition, displacement, crop losses, desertification, and conflicts over resource use. While proposed interventions like improved irrigation, water infrastructure, drought-resistant crops, and emergency relief were intended to address these issues, ill-guided procedures and inadequate execution have undermined their effectiveness. Thus, these measures have not been successfully implemented and have fallen short of addressing the tangible impacts of drought. To this end, the study recommends effective implementation of the mitigation measures initially implemented by the government and nongovernmental organizations, emphasizing the active involvement of the local community. [ABSTRACT FROM AUTHOR]

Urban water metabolism focuses on measuring water inflows and outflows within a defined urban system. As an emerging concept, it provides valuable understandings into water flow dynamics, supporting evidence-based decision-making. One approach to quantify these flows is the urban water mass balance method, which accounts for both human-induced and natural water resources. By equating these flows, it identifies whether water movement within the system is linear or circular. The primary goal of water mass balance analysis is to assess how closely a city aligns with water-sensitive management approaches. However, urban metabolism studies are rare in developing countries, where cities often lack the experience to estimate water inflows and outflows for informed water-sensitive interventions. This study addresses this gap by analyzing Adama city in Ethiopia using the water mass balance method to measure its water metabolism. The result revealed that the city faces a negative water balance with outflows exceeding inflows by 46.89 million cubic meters annually. The results indicated that Adama's water flow follows a linear "take-make-use-dispose" model. The imbalance in Adama's water cycle is driven by urbanization, impervious surfaces, and climate change, which increase runoff and evaporation. The study found that 61.3% of the city's water comes from a centralized system, with 90% sourced from distant rivers through a telecoupling system. In the city, inadequate water harvesting, high population density and intensive water use are worsening water scarcity. Urban water metabolism indicators reveal significant losses and indicating the need for water conservation efforts. Despite the reliance on centralized systems, the study identifies strong potential for decentralized solutions and alternative water harvesting. To tackle these challenges, the research recommends adopting water-sensitive strategies such as low-impact development, sustainable urban drainage systems, and water-sensitive urban design and planning. These approaches can reduce the negative effects of urbanization, mitigate urban water scarcity risks and improve water management through water sensitive management approach. The study also emphasizes the need for collaborative learning, community involvement, and innovative technologies, supported by legal frameworks to ensure effective water wise interventions. Shifting toward circular water management and decentralized water systems will boost Adama's resilience and promote sustainable water resource management, making the city more internally self-sufficient. [ABSTRACT FROM AUTHOR]

Intercropping is an important practice for controlling crop pests in Ethiopia. However, there is a limited studies on the maize–faba bean intercropping benefits for controlling stemborer (Busseola fusca) pests. This study was carried out at Wukro Agricultural College, Tigray, Ethiopia, to investigate the effects of maize intercrops with two faba bean varieties (Gora and Moti) at three different population levels (25%, 50%, and 75%) of the recommended sole faba bean (250,000 plants ha−1) on infestation, density, and damage of stemborer on maize. The intercrops significantly (p < 0.05) reduced the stemborer infestation, density, and damage on maize over to the sole maize. Maize intercrops with the Gora faba bean variety at a density of 50% lowered the pest damage on maize cobs by 35% relative to the sole maize. The intercrop also reduced the grain yield and economic losses due to the pest by 48% and 53%, respectively, compared to the sole maize. The results recommended that maize intercropped with the Gora faba bean variety at a density of 50% could be used as an alternative farming against stemborer pest in the semiarid farming systems of northern Ethiopia. [ABSTRACT FROM AUTHOR]

The establishment of secured and easily transferable land use rights is a key component of rural development and poverty reduction pathways in many underdeveloped countries. In this study, we use balanced panel data collected from 407 farm households between 2009/10 and 2014/15 production seasons and apply difference‐in‐difference approach to examine impact of second‐stage land certification on tenure security, participation and extent of participation in the land rental market. Our finding shows that second‐stage land certification has helped to boost tenure security of smallholder farmers. However, the differences in difference results show that the second stage land certification has not yet started to influence farm households' participation in the land rental market. This could probably be due to the fact that the program is at its early stage of implementation and may warrant further scrutiny with additional time. [ABSTRACT FROM AUTHOR]