Pageno.20416.Student’sclassroomparticipationinEnglishlanguageteaching:ThecaseofGozamenGeneralSecondarySchoolinGrade10A

AtalayMesfinAneteneh*

AbstractDuring my teaching practice at this school, I was placed to teach in lower levelgradesintheirclassroomparticipation,ingrade10A.Attheschooltherewerefourgrade10sections,butIperformedmypracticuminaclasswhichhad47learners,23boysand24girls.DuringmypracticethemainareathatItaughtwasEnglishandIdidn’thaveminorareasinceIwasaPdsc/Englishstudent,howcouldIfindwaystohelptwelvelearnersingrade10AatGozamenGeneralSecondaryschooltoimprovetheirparticipationduringEnglishlesson?IbeganmyactionintheweekbeginningJune 17. I encouraged the learners to participate so that they would be able tounderstandthemeaningof thepictureswhichIshowedthem.Thisactionworkedforfiveoutoftwelvelearnerswhoparticipatedduringmylessonpresentation.Onthis action seven learners did not take part in the activity. Some learners gavedifferentreasons-thattheywereunabletodotherunningorthejumpingactivitiesbecausetheyweresick.Butitwasagoodtrial.Keywords: English,TeachingElementary,Training,Actionresearch.

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1.IntroductionIdidmySchoolbasedstudiesatGozamenGeneralsecondaryschool.Itisanurbanschool situated seven kilometerswest ofDebremarkos town. The school had 836learnerswhowerebeingtaughtinthemorningandafternoonsessionattheschool.Theschoolhadaprincipal(male)andavicedirectorandmanyDepartmentHeads.ThereweretwelveEnglishteachers.Theschoolhadnineclassrooms.During my teaching practice at this school, I was placed to teach in lower levelgradesintheirclassroomparticipation,ingrade10A.Intheschooltherewerefourgrade10sections,butIperformedmypracticuminaclasswhichhad47learners,23boysand24girls.DuringmypracticethemainareathatItaughtwasEnglishandIdidn’t haveminor area since I was a Pdsc/English student. I had alsohelpedmysupportteacherbydoingotherdutieslikemarkingtheperiodregisterandcheckingtheattendanceregister.Iwasalsoinvolvedinsomeoftheadministrativeworkandin classroommanagement. Through this involvement I came to know about thebehaviorofthelearners,andhowdisciplineproblemswerehandledinthatschoolandimprovementswereseenintheclassroomparticipationofthestudents.Since inthebeginningofmoderneducation inEthiopia,at thebeginningof20 th c,different curricula had been designed in accordance with the contemporaryeducationpolicies.After the “down fall of the Dereg regime,” educational and training policy wasshiftedfromteachercentertostudentcenteredmethod.Inorderto implementthisstudentcenteredmethod, teachersareexpectedtousedifferentactivelearningmethods;sowithoutstudents`participation itisimpossibletoachievethedesiredgoalofthesubjectmatter.Oneoftheadvantagesofstudentparticipationisthatitoffersthepossibilityofthevarietyofviewpointsexploringtheparticularindividualviewofstudentsaswellasthe general organizing principles that help to make the topic as a whole. It alsoprovides an opportunity to share experience with other students and teachers(RobertFisher2005)Iamateacherandhavetaught indifferentprimaryschools,but since 2004E.C. I had been assigned to domypracticum inGozamenGeneral

Pageno.206SecondarySchool.WhenIwasdoingmyPracticumcourse,ItaughtEnglishingrade10Astudents.DuringthistimeIfacedaproblemoflowparticipationduringEnglishlessons.SoIfoundtheproblemandwroteaproposalbeforethetimebeingnow,butnowIorganizemyfinalactionresearchreport.2.ObjectiveofthestudyAsanEducationtraineeIwasrequiredtodoanactionresearchproject.Iidentifiedtwelvelearnersingrade10AwhocouldnotparticipateduringEnglishlessonsandtheywerenotrespondingtoquestions,theyweren’tsharingideasduringteachinglearning process in the class. I tried to help them during the English lesson toimprovetheirparticipation.Ichoosearesearchtopic:`How can I find ways to help twelve learners in grade 10A at Gozamen GeneralSecondaryschooltoimprovetheirparticipationduringEnglishlesson?`During my teaching practice, and also whenmy support teacher was teaching, IdiscoveredthatlearnersdidnotparticipateduringEnglishlessonsactively.ThatiswhyIchosethisproblemformyactionresearchproject.Inordertocarryoutmyactionresearchprojectsuccessfully,Istartedobservingthelearnerseveryday.Irealizedthatmostboysandgirlswerenothappywhenitwastime for English lessons;my support teacheralso realized this before I beganmyactionresearchproject,butitwasnotsolved.Asaresult,Idecidedtolookintothemattermyself.The level of participation of students in Gozamen General Secondary School wasunsatisfactoryindifferentactivitiesduringthetimeofEnglish.Letmewriteaboutsomeoftheproblemofthestudentsliketheyhadlimitedabilityofwriting,reading,and listening English .Then it mattered me to minimize the problem of twelvestudentsandIscaledupthestrongsideofmyactionresearch.ThenextconcernisthatmostbooksintheLibraryarewritteninEnglishsowithoutanyunderstandingofEnglishLanguage,itisdifficulttounderstandwhatthebookssay.Soitalsoconcernsmeasacitizenandalsoasateacher.

Pageno.207All theproblemsmentionedabove influencestudent’s language learning.To solvetheir problem, I have identified the different aspects of the problem during mycontinuousobservation,teachingintheclassandaskingquestions.3.SignificanceofthestudyAsweallknowparticipationisoneoftheessentialelementsinimplementingactivelearningmethodswhichmakestudentsactiveparticipant in the teaching learningprocess and help them to learnmore. But at Gozamen General Secondary Schoolgrade 10A students didn’t actively participate in English lesson. Even, when thestudentsweregivensomeactivities tobedoneingroup,theydidn’tdo it;instead,theywaitedforlecturefromtheirteacher.Thismadestudentsalwaystowaitothersratherthantrytodobytheirown.Therefore,themainreasonswhichinitiatedmetoconductthisactionresearchwereto: Indicate the means how to make students active participant during theEnglishlanguagelesson.Show how we formulate strategies’ to make students active participantsduring the English language lesson. Using good strategies’ in teachinglearningprocesshelpstudentstoparticipateactivelyinthelesson.Initiatethestudentstoparticipate indifferentactivities tolearnmore fromtheirmistakes.Introduce that students getmore chance to correct themselveswhen theyparticipate.Gather necessary information from the studentswhichmake thempassiveparticipant.To get the immediate solution for the problemof less participation duringEnglishlesson.Sincelowparticipationwasaproblem,Ifoundthatitwasverynecessarytogivethemeaningoftheterminthisresearchproject.Inthispaper‘participation’willrefertotakingpartinanactivity.Learner’sinvolvementinthelessonwasveryimportant.

Pageno.208The learners shouldbeable to contributebygivinghis/her ideas in the lesson, toshareideaswithotherlearners,andalsobyaskingquestions.4.SolutionMy action research report was mainly centered on minimizing the cause of theproblem which was mentioned in my concern part. When I performed andconductedmyactionresearchIwasdoingthefollowingactivities.I:Found the solution for the existing problem without using bureaucraticapproach.Createdawarenesstostudentswhatactiveparticipationwas?Found ways of motivation and change attitudes of the students towardsparticipation.Havesharedthemainideaswithmymentor.Useddifferentteachingmethodologiestomotivatestudents.Guidestudentstodevelopthehabitofusingthelibrary.Tried to tell stories at the beginning of each lesson; will the stories helplearnerstobeinterestedinthelesson?Tried to use more teaching aids in my lessons. It helped the learners toimprovetheirparticipation?Triedtoknowgivinggiftswouldhelpornot?(likepenandexercisebook)Tried to usepleasingwords like “thank youverymuch, keep it up”, itwashelpfulforstudents?Tried tousebody language, forexampleactions for the learners toget themeaningofwords.Inthiscase,ourlearnersneedtolearnandthinkindependentlyandcritically.Theymustmasterstrategiesforidentifying,analyzingandsolvingproblems.Theyshouldbeabletodevelopselfconfidence.Learnersshouldbeabletousetheirownsensesand have the ability to contribute productivity to their lessons; if learners in theclassroom are able to do these things, then I will conclude that the learners’participationwasgood.5.Samplesize

Pageno.209Selecting sample units:-In my action research project, twelve learners wereselected for treatment in the problem. But in addition to this I also included 3Englishteachersandtenstudentsforsampling.Toimprovestudents’participation,Iwasdevelopingdifferentstrategies.Inmyclassthere were 47 students. Among these students my target groups were twelvelearnerswhowereselectedbyusingobservation.In this action research project, I used four methods in collecting data: -questionnaire:interview:observationandkeepingpersonaldiary.I formulated some questions for the class teacher, my support teachers; I did sobecause I wanted to get more information about learners in the classroom. Theitems in questionnaire were made very easy and simple to understand. When Iaskedtheteachertoanswerthe items inthequestionnaire, IalsotoldtheteacherwhyIwasaskingthemthesequestions.Iinterviewedsomeofthelearnersinordertogettheirviewsandsuggestionsonthesubject, English. I observed the learners` class participation and kept a personaldiaryoftheirparticipationontheEnglishlessons.I encounteredsomeproblems inusing thesemethodsbecauseat first Iwanted tointerviewthelearnersbutintheoccasion,theywerefeelingtobeshyandtheymaynot answer the way I expected them to do. But this did not affect me too muchbecauseIchangedmyplan.IwasdecidingfirsttoobservethembecauseIwasnewfortheir facesandbehavior.AstimepassedbyI interviewedtheminordertogettheinformationeasily.6.ParticipantofthestudyWhenIconductedmyactionresearch,differentconcernedbodieswerehelpingme.Some of the contributors who helped me were students, teachers, departmentheads,mentors,thevicedirector,thedirectoranddifferentadministrativeworkers.For example, students were helping me by filling the given questionnaires andgivingcomments.Thedepartment headanddirectorwasalsohelping mebygivingadvicesandconstructivecommentswhenItaughtandconductedresearchintheirschool

Pageno.2107.DataanalysistechniquesDuringmypracticumobservation I discovered that both boys and girls couldnotparticipateinEnglishclasstoanswerquestions.Forexample,onMarchIobservedthat 10 learners were unable to participate. These learners were unable toparticipate and theywere very passive duringmy lesson presentation. It seemedthattheycouldnotshowinterestinlearningEnglish.Iobservedthatinthefollowingweektheimprovementsoftheseboysandgirlswereinsignificant in their participation. I tried to find out the reasons why they wereunabletoparticipatethroughinterview,questionnaireandkeepingpersonaldiaries.ThedatathatIcollectedbyusingtheabovedatagatheringtoolswasanalyzedinthefollowingway:-Data which was found from the questionnaire would be analyzed quantitativelythroughpercentage and frequency counts. But data fromdiaries, observation andinterviewwillbeanalyzedbyusingnarration.8.EvaluationofchangeI used two methods in evaluating my work. I.e. an evaluation table and draftedobservation sheets.On theevaluation table Ikept the learners’ resultsandon theobservationsheetsIput atickmarkeachtoindicatethatwhetherthelearnerwasableorunabletoparticipateinEnglishlesson.ThereasonforthesetwoprocesseswasthatIwantedtoseethedifferencebeforeand after my actions. I recorded each learner’s marks from the time I startedworkingwithhim/her,oneverytaskthattheydid.Theevaluationtablewashelpingmetoknowhowsuccessfultheworkwas.Finally, I invited someEnglish teachers toobservemyactual teaching in the classroomandtheytoldmethattheteachinglearningprocesswas enjoyable.Inadditiontothis,theygavenecessary feedbacksthathelpedmetoredirectmyresearchanddevotedmoreactionstohavelonglastingsolutionfortheproblem.

Pageno.2119.RecommendationIbelievethatfrommyactionresearchproject,Ihavelearntmanythings.Somearethefollowing:-Developstudentparticipationwasvery important foreffective languagelearning.Howtosolveproblemswithmyselfandtendtogetherwithmystudents.Teacherscouldplayanimportantroletoachieveeducationalobjectives.Actionresearchwasthebasictooltoevaluatethestrengthandweaknessofteachinglearningprocess.Action research required collaborative work to solve the existingproblem.Ihavealso learnt thepossiblewaysofsolvingchallengesthathappenedduringmyactionresearchwork.During my practical teaching I also realized that most learners like rewards,especially if they have done something very good in the classroom. I decided toprovidereinforcementsforlearnerswhowereabletocontributemoreinthelesson.I remindedmy learners to be more actively involved in the lesson because theywould miss the motivation which would be given to others because of theirperformance and commitment to the classroom.At the end of each period I gavethemsomesimpleexercises.10.ActionstakenI began my action in the week beginning June 17. I encouraged the learners toparticipate so that theywould be able to understand themeaning of the pictureswhich I showed them. This action worked for five of the twelve learners whoparticipatedduringmy lesson presentation.On this action seven learners did nottake part in the activity. Some learners gave different reasons- that they wereunabletodotherunningorthejumpingactivitiesbecausetheyweresick.Butitwasagoodtrial.I realized that some of my learners liked to be praised, especially if theyparticipated.Becauseafter Ipraisedthemtherewasachangeontheirfaces.Theygotchangedbyshowingsmilesandhappinessontheirfaces.Ifalearnerwasquiet

Pageno.212intheclass,afterpraising him/herbysaying“Thankyouverymuch,keepitupdoittomorrow”he/shewouldstarttalkingorraisingtheirhandsandaskingquestions.Thismeansthatthelearner’sparticipationimproved.Andthisindicatedtomethattheactionreallyworked.Howeverthiswasnothappeningtoalllearners.Itworkedfor eight of them.But still four of the learners did not take part in the pairworkactivateswhichIaskedthemtodo.Thisaction reallyworked. Itwasahappyday forme inmyclassroom.Theactionworked for all twelve of the learners,. Sometimes I could see them raising theirhandsinordertogiveideas.ThelearnerswereveryexcitedtoreceivegiftsandtheydemandedthatIcontinuewiththelesson.Fromthatdaythelearners’participation,andhowtheybehavedintheclassroom,seemedtoimproveverymuch.Theywereveryanxioustolearn.Ialsoincludedtheuseofmoreteachingaidsinmylessonsusingrealobjectswhichthey could see, in order to help them to understand the content very easily. Theactivitieswhichthe learnersdid,wasnamingthetypesof foodwhichwereonthetable. Secondly they were asked to read words which were attached to thechalkboard. This lesson seemed to be very easy becausemy teachingmediawasdisplayedonthetableanditwasveryeasyforthelearnerstonameandpointoutvariousobjectsbecausesomehadseenthembefore.Thiswasverysuccessfullessonbecauseeveryonewasabletoparticipateandcontribute.AsmyschoolbasedstudentscontinuedIintroducedtheuseofbodylanguageinmylesson presentations. I used these actions in order to help the learners tounderstand and get the meaning of word rather than explaining in their firstlanguage,IalsohadlearntFouroutofthetwelvelearnerswereaffectedbyshyness.Fivelearnersoutofthetwelvewithpoorparticipationwerestilladaptedtothe old system of education when the teacher was regarded as the onlysourceofknowledgeintheclassroom,whilelearnersweretakenasuselessinstrumentsthat weregoodatlistening.Three learnersoutof thetwelvewerehavingaproblembecausetheywerethoughttobenaturallydull’somelearnerscouldnotanswerquestionsfrom

Pageno.213thepresentationafterafewminutes.Sometimeslearnerswerefailingtoreadwordsafterme. Itseemedthat,becausetheycouldnotcope,theselearnerswerenaturallydull.InterviewwiththesupportteachersAccordingtomy interview, thesupport teachersaidthatparticipation inherclasswas really a problem. She said that poor participation affected her a lot becausepoorparticipationmeantthatthelearnersdidnotunderstandthelesson.Soshehadtorepeatthesamelessonthefollowingday.ThesupportteachersaidthatbothboysandgirlswereverypoorinEnglishShesaidthat some learnerswere too shy to share ideas among the others. Anotherof thesupport teacher’ explanationswere that the problemwas caused by letter –table.Shesaidthatsometimesteacherscouldbethecauseoftheproblemifletter- tableswerenot taught,orintroduced,tothe learnersingrade1.Inadditionshesaidthatsometimethemethodof teachingEnglishcanbetheproblem,especially ifmothertongueisusedwhenpresentingEnglishlessons.Inordertoimprovethesituationthesupportteacherhadanumberofsuggestions.She said that slow learners should be given more/extra work to do in order toimprove.SheaddedthattheyshouldencouragespeakingEnglishbytheirteachersespeciallywhentheyarearoundtheschoolpremisesandintheirclassrooms.Thiswillhelpthemtoimprovetheirlanguage;thesupportteachersuggestedthattheuseof teaching aids is also important in our lessons. She also added that the teachershouldusebodylanguage,forexample,doingsomeactionsforlearnerstofindthemeaningofwords.Shesuggestedthatteachersshouldhaveenoughtimetodiscussproblemswith their learners. A further suggestion from the support teacherwasthat letter- tables shouldbe introduced at an early stage, so that learnerswill beabletoparticipateandhaveinterestinlearninganewlanguage.

Pageno.214InterviewwiththelearnersThelearnerswhomIinterviewedsaidthattheproblemwastheirparentswhowerenot able to provide themwith foodwhen they come to school. On this point thelearners’ reasons are very reasonable because hungry learners will become slowlearnersandtheywillnotenjoylearning.WhenIaskedthemiftheylikedtolearnEnglishtheyallsaidthattheylikesubjectslikesMath,English,writingandSilos,becausetheyenjoyedlookingatnicepicturesandlisteningtosomenicestories.Ialsoaskedabouttheir feelingswhentheyweredivided ingroups fordiscussion.The learners said that theydonot feelhappyand freewhenput intogroups.Thereasongivenwasbecause somemembersof thegroup laughedatothersand thismadethemnotcontribute.PlanofactionAccordingtomyplansIdecidedto:-Give enough time to learners so that they could be able to speak and actfreelyinthelessonLetthelearnersgetmoreinvolvedintothesubjectsothattheycouldbeabletodiscoverthingsforthemselvesTry to includemany activities inmy lessons so that the learnerswould beable to be actively involved in the lesson. These activities would includedramaandroleplaysinwhichlearnerscouldplaysomeactivitieslikebuyingintheshopUsepairwork– instructthemtoaskeachothersomeoralquestionsIngroupwork- putlearnersingroupssothattheycouldshareideasandtakepartindiscussionUsemoreteaching aidsandshowthemsomeattractivepictures linkedtothetopicinordertoarousethelearner’sinterestintothesubjectTrytodosomethingasagoodteacherandrolemodel andbringrealitiestolearnerssothatwhattheyseeintheclassroomtheymaynotforget

Pageno.215Givingthelearnerstimetoexpressthemselvesbylettingthemaskquestionswhenever they did not understand. I also encouraged the learners to asksomequestionssothattheywouldbeabletounderstandwellTakingmylearnersaccordingtohowtheyareintheclassroom.Forexample,there are three types of learners in the classroom, and each learner in adifferentway.Therearegiftedlearners,slowlearners,andtheaverageone.Ididnotexpecttheslowlearnerstodothesameasthegiftedlearnersbecausetheyarenotthesameandtheylearninadifferentway.BydoingallthisIthoughtIwouldbeabletohelpmylearnerstoimproveinorder to get motivated, and also encourage them to be interested in thelessons.ActionstakenIbeganmyactionintheweekbeginningJune17.Iencouragedthelearnersto participate so that they would able to understand the meaning of thepictures which I showed them. This action worked for five of the twelvelearners who participated during my lesson presentation. On this actionsevenlearnersdidnottakepartintheactivity.Somelearnersgavedifferentreasons- tat they were unable to do the running or the jumping activitiesbecausetheyweresick.Butitwasagoodtrial.Irealizedthatsomeofmylearnerslikedtobepraised,especiallyiftheyhaveparticipated.BecauseafterIpraisedthemtherewasachangeontheirfaces.They got changed by showing smiles and happiness on their faces. If alearnerwasquiet intheclass,afterpraisinghim/herby saying“Thankyouverymuch,keep itupdo it tomorrow” theywould start talking.Or raisingtheirhandsandaskingquestions.Thismeansthatthelearner’sparticipationimproved.Andthis indicatedtomethat theactionreallyworked.Howeverthiswasnothappeningtoalllearners. Itworkedforeightof them.ButstillfourofthelearnersdidnottakepartinthepairworkactivateswhichIwasaskingthemtodo.DuringmypracticeteachingIalsorealizedthatmostlearnerslikegifts,especiallyifthey have done something very good in the classroom, I decided to buy some’

Pageno.216presents for the learners who were able to contribute more in the lesson. Ireminded my learners to be more actively involved in the lesson because theywouldmissthegiftswhichwouldbegivento othersbecauseoftheirperformanceand commitment to the classroom. At the end of the period I gave out somepresents.Thisaction reallyworked. Itwasahappyday forme inmyclassroom.Theactionworked for all twelve of the learners,. Sometimes I could see them raising theirhandsinordertogiveideas.ThelearnerswereveryexcitedtoreceivegiftsandtheydemandedthatIcontinuewiththelesson.Fromthatdaythelearners’participation,andhowtheybehavedintheclassroom,seemedtoimproveverymuch.Theywereveryanxioustolearn.Ialsoincludedtheuseofmoreteachingaidsinmylessonsusingrealobjectswhichthey could see, in order to help them to understand the content very easily, Theactivitieswhich the learnersdidwasnaming the typesof foodwhichwereon thetable. Secondly they were asked to read words which were attached to thechalkboard. This lesson seemed to be very easy becausemy teachingmediawasdisplayedonthetableanditwasveryeasyforthelearnerstonameandpointoutvariousobjectsbecausesomehadseenthembefore.Thiswasverysuccessfullessonbecauseeveryonewasabletoparticipateandcontribute.AsmyschoolbasedstudentscontinuedIintroducedtheuseofbodylanguageinmylesson presentations. I used these actions in order to help the learners tounderstand and get the meaning of word rather than explaining in their firstlanguage,Ialsomadethelearnersparticipateinarole- playofashoppinggame.Thelearnerswerepolitelyasked forgiving thing in the shop.Thisprocessworked foreightof thetwelve learners.Twoof the fourlearnerswhocouldnotparticulate intherole- playwerethesameoneswhodidnotparticipateinthepairworkIalsotriedtellingsomeshortstoriesinthefirstperiodbeforethebeginningofthelesson.RegardlessofwhatsubjectItaught.Ididthistotrytoencouragethelearnersto be attentive during the lesson. As I did this I realized that the learners likedlisteningtostories.Thisactionworkedfortenofthetwelvelearnersandonlytwofailedtoparticipate.

Pageno.217Inanotherpairactivitythelearnerswereexpectedtoaskfor,andgivethepriceofanitem.Thelearnerswereexpectedtoaskquestionslike”Howmuchisit,”andtogiveanswers like“That’s toomuch“,That’sagoodprice”,That‘sverycheap”.Tenlearnersoutofthetwelvewereabletoparticipateinthisactivity.Thetwowhodidnotparticipateincludedoneofthetwowhodidnotparticipateinthepreviousrole-playandpairwork.Onthisactivity learnersdidverywellbecauseif the itemsoldwasverysmall,butthepricewashightheycouldrefuseandsay“That’stoomuch’butforabigitem,ifthepricewaslowtheycouldanswer”That’sverycheap”,or“That’s agoodprice”.Inthis lessonIhelpedmy learnerstorecognizethedifferencebetweenanexpensiveitemandsomethingwhichisverycheap,orwithagoodprice,theyalsolearnthowtoknowthemeaningofthewords.MonitoringtheactionandreflectionsontheactionWhenmonitoringchangeIusedtwomethodsincollectingdata.Iusedanevaluationtable and drafted observation sheets. On the evaluation table I kept the learner’sresultsandontheobservationsheetsIwasabletotickthatthelearnerwasableorunable,toparticipateinclass.ThereasonforthesetwoprocesseswasthatIwantedtoseethedifferencebeforeandaftermyactions.Irecordedmylearners’marksfromthetimeIstartedworkingwiththem,oneverytaskthattheydid.Theevaluationtablehelpedmetoknowhowsuccessfulworkwas.REFERENCE1. ANIMAW TADESE, (2002)ACTION RESEARCH MODULE UNPUBLISHED DEBREMARKOSE2. ELIZABETH,P.(110102) EFFECTIVE TEACHING: LONGMAN3. GALTON,J.ET.AL. STRATEGIES AND TACTICS IN TEACHING SECONDARY SCHOOL.CAMBRIDGE: CAMBRIDGE UNIVERSITY4. PRACTICUMTWOMODULE(2008) BAHIRDARUNIVERSITY.BAHIEDAR.*Atalay Mesfin Aneteneh - Debremarkos College of teachers’ educationAestheticsandphysicaleducation,DepartmentDebremarkos,Ethiopia.