Ethiopian Journal of Education and Sciences

Ordinary differential equations with their solutions as probability functions of extended Rayleigh distributions

2026-05-25T19:47:33+00:00

In this paper, ordinary differential equations (ODEs), whose solutions are the probability functions such as cumulative distribution function (CDF), probability density function (PDF), quantile function (QF), survival function (SF), hazard function (HF), and reversed hazard function (RHF) of extended Rayleigh distributions, that are obtained by applying differential calculus and quantile mechanics along with sufficient algebraic interpretations. New extended Rayleigh distribution to higher dimensions, extended Rayleigh-Rayleigh distribution, and Power Rayleigh distribution are of interest. The necessary conditions required for the existence of the ODEs and the initial (or boundary) conditions consistent with the various parameters that defined the distributions are also included. Furthermore, the particular ODEs solved by each probability function of the selected distributions are derived and displayed for specific parameter values. The method employed can serve as a new technique for approximating and estimating solutions of ordinary differential equations, which can be used in modelling various dynamical systems that are difficult to solve with many available methods by manipulating the rich body of knowledge in probability distribution theory as a valuable tool, thereby strengthening the interdisciplinary connection between mathematics and probability theory, statistics.

Comparative analysis of education quality for internally displaced children in Ethiopia: A focus on Oromia and Amhara regions

2026-05-25T19:58:26+00:00

This study provides a comparative analysis of educational quality for internally displaced children in Ethiopia's Oromia and Amhara regions, employing a convergent parallel mixed methods design with 624 participants. Through systematic integration of quantitative data (analyzed via t tests, ANOVA, and regression) and qualitative thematic analysis, the research reveals striking regional disparities. Oromia demonstrated significantly superior outcomes across all measured domains: academic performance, learning space quality, TLS functionality, and mental health service access. Critically, the same interventions showed vividly different effectiveness between regions, with TLS and ALP interventions demonstrating 50 - 71% greater predictive power in Oromia. The analysis identifies distinct implementation approaches as the key differentiator: Oromia's contextually integrated, community owned model contrasted fundamentally with Amhara's standardized, externally dependent approach. These divergent pathways resulted in substantially stronger sustainability prospects in Oromia. The findings challenge standardized approaches to education in emergencies, demonstrating that educational resilience emerges from community agency, cultural integration, and historical institutional patterns rather than technical intervention design alone. The study recommends a twin track strategic approach: building foundational systems and ownership capacity in Amhara, while strengthening and scaling existing resilience factors in Oromia.

Revitalizing Indigenous knowledge in preprimary education curricula for Borena Oromo of Southern Ethiopia and Northern Kenya: A comparative case study

2026-05-25T20:00:52+00:00

This study investigates how Indigenous Knowledge (IK) is being revitalized and integrated into public pre primary education (PPE) for the Borena Oromo community in southern Ethiopia (Borena Zone) and northern Kenya (Marsabit County). Using a qualitative approach — including document analysis, interviews with policymakers and curriculum experts, focus group discussions with teachers, parents, and elders, and classroom observations, the research explores the practices of integrating IK into PPE in both countries. The findings reveal distinct approaches: Ethiopia emphasizes regional contextualization but lacks structured implementation guidelines, while Kenya’s Competency-Based Curriculum mandates localized content but faces gaps in teacher preparedness and linguistic tensions. Common challenges across both contexts include a lack of detailed implementation guidelines, insufficient teacher training in Indigenous pedagogies, resource constraints, donor dependency, urbanization, and the erosion of knowledge between generations. Furthermore, sociocultural factors such as limited parental engagement in curriculum design and the dominance of global languages hinder effective integration. The study underscores the vital role of community elders in co designing curricula and advocating for de colonial, ecological, and Indigenous Knowledge Systems (IKS) approaches to close the gap between policy and practice. Institutionalizing elders’ participation, establishing cross border IK hubs, co designing curricula with communities, and strengthening ecological resilience are recommended. In conclusion, centering IK as a dynamic and foundational element of PPE is essential for fostering holistic and identity affirming learning and development for Borena children.

Effect of blended learning educational model on secondary school students' motivation in mathematics

2026-05-25T20:10:48+00:00

The study was intended to assess the effect of a BL educational model on secondary school students' mathematics motivation in Ethiopia. A non-equivalent quasi-experimental study using a pre-test and post-test design was conducted. Two intact classes from different schools were randomly selected and assigned to experimental (n=38) and comparison group (n=45). From the previous semester students’ record book, both groups have almost an equivalent in their mathematics performance. Data collected from the respondents were analysed using ANOVA test with a significance level of P<0.05. The study shows the students learning using the BL model are more motivated than those learning using the conventional learning model, with an average score of 4.17. The data revealed that there is a significant difference between groups with an effect size of η2=. 094. Moreover, a paired t-tests shows that there is a medium effect size for the experimental group (d=.58) when compared with the comparison group (d=.09). Thus, the study indicates that BL was more effective in enhancing grade ten students’ mathematics motivation when compared with conventional method of teaching. Based on the finding, the researcher recommends BL educational model in mathematics education and suggests stakeholders and policymakers to incorporate the model into the curriculum.

The prevalence of reduced visual acuity among Standard Three pupils in Dodoma City, Tanzania: Findings from a school-based screening

2026-05-25T20:14:35+00:00

Reduced visual acuity (RVA) is a frequently overlooked barrier to learning in early primary grades, despite its welldocumented impact on children’s reading performance and overall academic development. This study assessed the prevalence of RVA among Standard Three pupils aged 8 – 10 years in a public primary school in Dodoma City, Tanzania, where evidence on visual health in early primary learners is limited. A quantitative, cross-sectional, school-based vision screening design was employed. All 200 pupils present during data collection were screened using the standardized LEA Symbols Chart under controlled classroom lighting conditions. Visual acuity below 6/12 was classified as reduced in accordance with international vision screening guidelines. The findings revealed that 35 pupils (17.5%) had reduced visual acuity, indicating that nearly one in six pupils may experience vision-related learning challenges. Boys showed a slightly higher prevalence (54.3%) than girls (45.7%), and the highest proportion occurred among eight-year-old pupils (42.9%). These results suggest a relatively higher burden of RVA compared with findings from several African and highincome settings, highlighting the vulnerability of primary school learners in urban Tanzanian contexts. The study concludes that unaddressed RVA poses a significant challenge to equitable learning opportunities and recommends integrating routine vision screening into school health programs, strengthening referral mechanisms, raising teacher awareness, and improving access to corrective interventions to support inclusive and effective primary education.

Nigerian undergraduate curriculum and skills requirements for industry: Implications for Sustainable Development Goal 4

2026-05-25T20:16:56+00:00

As the global economy evolves, there is a growing emphasis on aligning educational curricula with industry needs to ensure graduates are employable and equipped with relevant skills. In Nigeria, this alignment between undergraduate curricula and industry requirements is critical for addressing unemployment, enhancing national development, and achieving Sustainable Development Goal 4 (SDG 4), which focuses on ensuring inclusive and equitable quality education and, promoting lifelong learning opportunities for all. As a result, increasing attention is being directed toward aligning education towards industry skill sets, and, Sustainable Development Goal 4 (SDG 4) has been identified as a key driver for this social and economic development. The study adopted a mixed methods research design to investigate the degree of alignment between the curricula and industry requirements. Fresh graduates serving in Ibadan North formed the population for this study. Course content, skill acquisition, and preparedness for employment questionnaire (r=0.86) and interview guide were used to collect data which were analysed both descriptively and with Pearson Product - Moment Correlation Coefficient (PPMC). The study found out that the curriculum contents were not adequate enough to enhance preparedness for the world of work (1.66) which is far below the acceptance criterion of 2.5. There was a mild relationship between curriculum related factors and the preparedness for either entrepreneurial or paid employment(r=0.311; p<0.05) and it is statistically significant. The study concluded that aligning the Nigerian undergraduate curriculum with industry skills requirements is essential for achieving SDG 4. Therefore, NUC should tailor the Nigerian undergraduate curriculum with industry skills requirements and the individual university should strive to equip their students with industry ready skills.

Equipping the Ethiopian preschool teachers for the twenty first century: A theoretical framework for developing pedagogical competences

2026-05-25T20:20:32+00:00

Considering the continuous attempts to enhance preschool provision in Ethiopia, the teacher's competencies have gained significance in ensuring high-quality education for every preschool learner. In this review paper, an analytical and theoretical comparison will be made on three competence models, namely ADDIE, PCK (Pedagogical Content Knowledge), and the 7C - 21 model, in the Ethiopian preschool setting. Using the guidelines of the systematic literature review, the 70 papers published from 2000 to 2024 were coded in a dual way. A comparison matrix was prepared to assess the models based on their relevance to preschool teaching, research backing, contextual adaptation, and incorporation of 21st century competencies. Instead of making a comparison across countries and proposing a framework as universally suitable, the paper strives to find out the best framework among the three for designing preschool teachers' pedagogic competence in Ethiopia. Based on results of the review, the 7C - 21 model that identifies seven competencies, including logical mathematical thinking, verbal reasoning, elementary scientific culture, critical reading writing, global culture and environment, metacognitive and creative thinking, and vocational guidance proved to be the most adaptable in a multilingual and varied resource preschool context. Intentionally infusing such competencies in preschool teacher training programs, the 7C - 21 framework may help preschool teachers become reflective practitioners, collaborative peers, and strong advocates for holistic child development.

Exploring teachers pedagogical and technological knowledge models in Ethiopian education: A “narrative” systematic review

2026-05-25T20:22:46+00:00

This narrative systematic review synthesizes existing research on teacher pedagogical and technological knowledge models in Ethiopia to identify prevailing frameworks, conceptual developments, and gaps. Following PRISMA guidelines, twenty-five empirical studies identified via structured searches in Google Scholar, ERIC, Scopus, Web of Science, and accredited local journals (2005 – 2024). Search terms included teacher knowledge, pedagogical content knowledge (PCK), general pedagogical knowledge (GPK), and TPACK. Thematic analysis was applied to extract patterns and categorize findings; full search strings, inclusion/exclusion criteria, and a PRISMA flow diagram are reported. A formal quality appraisal using the Mixed Methods Appraisal Tool (MMAT) informed interpretation. Coding was inductive, conducted by two independent reviewers, with inter-rater reliability Cohen’s k = 0.82. Thematic analysis reveals a growing focus on TPACK and PCK frameworks in Ethiopian research, while GPK remains underexplored. Teacher knowledge in Ethiopia is emergent, characterized by limited integration of established pedagogical theories into classroom practice. Comparative synthesis highlights contradictions: ICT-assisted training improved pedagogical knowledge in some contexts, yet theoretical coherence and classroom enactment remain inconsistent. Contextual factors-infrastructure limitations, policy emphasis on technology, and uneven teacher preparation-help explain why TPACK receives more attention than GPK. As the first systematic review of in the country, this study provides novel insights into local research trends and theoretical gaps and underscores the need for curricula and professional development that integrate both foundational (GPK) and technology-enhanced (TPACK) frameworks. Findings inform policy, practice, and future research.

Examining leaders’ accountability and student academic achievement setback: Systematic review on the contemporary country context frameworks

2026-05-25T20:25:34+00:00

This systematic review synthesizes the role of leaders’ accountability in addressing student academic achievement setbacks across diverse country contexts. Leaders’ accountability is recognized as a critical factor in educational performance, second only to classroom teaching, yet its impact remains underexplored in certain regions such as Africa, and particularly in Ethiopia. The study employed a systematic review guided by predefined objectives and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA, 2020) guidelines. A total of 54 articles were extracted from databases, including Google Scholar, Cross Reference, Taylor & Francis, and Sage. Eligibility criteria were applied to ensure thematic relevance. Data were analyzed using SPSS Version 25 for descriptive statistics and presented through tables, pie charts, and bar charts. The country-context analysis revealed that the majority of studies were Western-dominated, with limited contributions from Africa and nearly no publications from Ethiopia. Findings emphasized that accountability, when properly implemented, serves as a low-hanging fruit for optimizing performance and accelerating organizational change. Leader’s accountability was identified as the second most influential factor after classroom teaching in enhancing student academic achievement. Establishing measurable outcome-based accountability frameworks for leaders help submit their responsibilities. The study underscores the potential of leaders’ accountability as a strategic tool to mitigate academic achievement setbacks. By shifting focus from blame to structured responsibility, accountability frameworks can drive meaningful improvements in student outcomes and support systemic educational change, offering a constructive alternative to the prevailing tendency of finger-pointing in the Ethiopian education system.