This qualitative case study assessed the status of education quality in three government secondary schools in the Yem Zone, Central Ethiopia, exploring the perspectives of principals, teachers, and students. The study was grounded in a constructivist paradigm, acknowledging the subjective realities of the participants. Data was collected through semi-structured interviews, focus group discussions, and observations, analyzed using a deductive thematic approach. Findings revealed that education quality was poor, hampered by a complex interplay of input, process, and output factors. Key challenges identified included a scarcity of teaching and learning resources, such as textbooks, laboratory facilities, and qualified teachers in certain subjects. The teaching-learning process primarily relied on traditional, teacher-centered methods, further hindered by teachers' limited classroom management skills. Students exhibited low academic performance in national examinations, though classroom grades were generally good. Factors contributing to poor education quality encompassed inadequate educational inputs, ineffective teaching practices, and low motivation among both teachers and students. The study recommends urgent interventions, including the provision of essential resources, improvement of teacher training programs, and strategies to enhance teacher and student motivation. These findings highlight the need for a holistic approach to improving education quality, addressing not just assessment outcomes but also the underlying factors influencing student learning.
| Published in | International Journal of Secondary Education (Volume 12, Issue 4) |
| DOI | 10.11648/j.ijsedu.20241204.14 |
| Page(s) | 102-107 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2024. Published by Science Publishing Group |
Quality Education, Secondary School, Quality Indicators, Input, Process, Output
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APA Style
Jobir, T. M., Regassa, T. (2024). Assessing Education Quality in Secondary Schools of Yem Zone, Central Ethiopia. International Journal of Secondary Education, 12(4), 102-107. https://doi.org/10.11648/j.ijsedu.20241204.14
ACS Style
Jobir, T. M.; Regassa, T. Assessing Education Quality in Secondary Schools of Yem Zone, Central Ethiopia. Int. J. Second. Educ. 2024, 12(4), 102-107. doi: 10.11648/j.ijsedu.20241204.14
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Download@article{10.11648/j.ijsedu.20241204.14,
author = {Tesmamu Mirre Jobir and Tadesse Regassa},
title = {Assessing Education Quality in Secondary Schools of Yem Zone, Central Ethiopia
},
journal = {International Journal of Secondary Education},
volume = {12},
number = {4},
pages = {102-107},
doi = {10.11648/j.ijsedu.20241204.14},
url = {https://doi.org/10.11648/j.ijsedu.20241204.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20241204.14},
abstract = {This qualitative case study assessed the status of education quality in three government secondary schools in the Yem Zone, Central Ethiopia, exploring the perspectives of principals, teachers, and students. The study was grounded in a constructivist paradigm, acknowledging the subjective realities of the participants. Data was collected through semi-structured interviews, focus group discussions, and observations, analyzed using a deductive thematic approach. Findings revealed that education quality was poor, hampered by a complex interplay of input, process, and output factors. Key challenges identified included a scarcity of teaching and learning resources, such as textbooks, laboratory facilities, and qualified teachers in certain subjects. The teaching-learning process primarily relied on traditional, teacher-centered methods, further hindered by teachers' limited classroom management skills. Students exhibited low academic performance in national examinations, though classroom grades were generally good. Factors contributing to poor education quality encompassed inadequate educational inputs, ineffective teaching practices, and low motivation among both teachers and students. The study recommends urgent interventions, including the provision of essential resources, improvement of teacher training programs, and strategies to enhance teacher and student motivation. These findings highlight the need for a holistic approach to improving education quality, addressing not just assessment outcomes but also the underlying factors influencing student learning.
},
year = {2024}
}
TY - JOUR T1 - Assessing Education Quality in Secondary Schools of Yem Zone, Central Ethiopia AU - Tesmamu Mirre Jobir AU - Tadesse Regassa Y1 - 2024/12/30 PY - 2024 N1 - https://doi.org/10.11648/j.ijsedu.20241204.14 DO - 10.11648/j.ijsedu.20241204.14 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 102 EP - 107 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20241204.14 AB - This qualitative case study assessed the status of education quality in three government secondary schools in the Yem Zone, Central Ethiopia, exploring the perspectives of principals, teachers, and students. The study was grounded in a constructivist paradigm, acknowledging the subjective realities of the participants. Data was collected through semi-structured interviews, focus group discussions, and observations, analyzed using a deductive thematic approach. Findings revealed that education quality was poor, hampered by a complex interplay of input, process, and output factors. Key challenges identified included a scarcity of teaching and learning resources, such as textbooks, laboratory facilities, and qualified teachers in certain subjects. The teaching-learning process primarily relied on traditional, teacher-centered methods, further hindered by teachers' limited classroom management skills. Students exhibited low academic performance in national examinations, though classroom grades were generally good. Factors contributing to poor education quality encompassed inadequate educational inputs, ineffective teaching practices, and low motivation among both teachers and students. The study recommends urgent interventions, including the provision of essential resources, improvement of teacher training programs, and strategies to enhance teacher and student motivation. These findings highlight the need for a holistic approach to improving education quality, addressing not just assessment outcomes but also the underlying factors influencing student learning. VL - 12 IS - 4 ER -
Department of Educational Planning and Management, College of Education and Behavioral Sciences, Jimma University, Jimma, Ethiopia
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