CITY GOVERNMENT OF ADDIS ABABA EDUCATION

AND TRAINING QUALITY OCCUPATIONAL

COMPETENCY ASSURANCE AUTHORITY

THE 3rd REGIONAL LEARNING ASSESSEMENT

OF GRADES 4 AND 8 RESEARCH REPORT

Aug 2019
Addis Ababa
1
Outlines
1. Introduction
2. Literature Review
3. Methods
4. Findings
5. Recommendations

2
1. Introduction
 Education is one of the basic tools for
the development of any community. It
enables citizens to lead productive life in
the modern technological world and is
also vital instrument to fight against
backwardness and poverty of countries.

3
Cont…
 Generally it is vital instruments for
national development educational
organizations is responsible to cultivate
individuals who are creative and critical
thinkers and problem solvers. Hence it is
obligatory to render quality education for
citizen(ETP,1994).
4
 Cont…
 To ensure educational quality,MOE has launched general
education quality improvement package (GEQIP) which
comprise six programs. However, bringing quality of
education has been a great challenge to be addressed
parallel to access.

 Concerning education quality, Pigozzi(2008) says, poor

qualities frustrate efforts to use education as an effective
device for economic growth and development in this age
of globalization. With this understanding, we can learn that
quality education is a prominent agenda across the world,
and countries are looking for various quality measurement
initiatives.
5
Cont…
 Therefore assessing students learning
achievement is becoming mandatory. Learning
Assessment as the procedure used to assess
student learning at the system level. Learning
assessment can play salient roles in the
provision of quality education. It could have
practical implications for policy makers and
practitioners in education as they help in
tracing the attainment of curriculum goals, give
clue to diagnose learning difficulties motivating
learns, and improving the education system.

6
Cont…
 Educational quality not measured only with
inputs (UNESCO, 2000).
 Measured by assessing students achievement
 Measuring students knowledge, skills and
attitude across syllabus objectives
 Assessing education system as awhole

7
 Statement of the problem
LA serves as to
 Know how well the students are learning in the education
system (with reference to general expectations, aim of the
curriculum and preparation for further learning for life).
 Identify whether there is evidence of particular strength and
weakness in students’ knowledge and skills.
 Identify whether particular sub groups in the examined
population perform poorly
 Find out the factors that are associated with student’s
achievement.
 Determine whether government standards are being met in the
provision resources.
 Assess whether the achievement of the students change
overtime. 8
 Research Question
This study has attempted to answers the following
research questions:
 To what extent did students achieve the minimum
learning competence set in the curriculum for the key
subject in grade 4 such as Amharic, English, mathematics
and Envi.sci?
 To what extent did students achieve the minimum
learning competence set in the curriculum for the key
subject in grade 8 such as English, mathematics, physics,
chemistry and biology?
 To what extent does the students’ performance in core
subjects vary across sub cities, gender and school type?
9
Cont…
 What does the relationship of students’
achievements in core subject with the
students back ground information, interest
and perception?

 To what extent do students’ achievements

relate with regional and national learning
assessments?

10
 General Objective

 The general objective of this study is to

provide evidence on grade 4 and 8
students learning achievement in the
education system and identify factors that
influence those achievements in Addis
Ababa city government primary education
and forward possible interventions.

11
 Specific objectives
This study intends to attain the following specific
research objectives:
 To assess academic achievements in the key
subjects, Amharic, English, Mathematics and
Envi.sci.(for grade 4)
 To assess academic achievements in the key
subjects, English, Mathematics, physics, chemistry
and biology. (for grade 8)
 Compare student’s academic performance in
Amharic, English, Mathematics and Envi.sci.
Subjects; across sub city, gender and school type.12
Cont…
 Compare student’s academic performance
in English, Mathematics, physics, chemistry
and biology subjects; across sub city, gender
and school type.
 To identify factors Examine student’s
related factors that may impact on student’s
achievement in Addis Ababa primary
schools.
 Compare students learning achievement with
national and regional learning assessments.
13
 Significance of the study
 This research is important for providing
information for
I. policy makers
II. curriculum developers
III. Curriculum implementers
IV. and all concerned bodies.
 The 3rd regional learning assessment contributes
in providing feedback on the extent students’
achievement of the intended curriculum in key
subjects. 14
 2. Review Literature
 The concept of MLC
 Trends of learning assessment (Different
countrys)
 Trends of learning assessment (In Ethiopia)
 Effective schools
 Factors related with students achievement

15
 3. Methods
 Both qualitative and quantitative approach
 Two stage Stratified cluster sampling
 Sample schools- Total 200, Gov = 103, PRI= 97
 Participants- 7446/7542 students
 Randomly sampling
- 782/809 teachers
- 402 directors

 Source of data-primary & secondary

16
 Sample Distribution of the Participants in
the Study
Schools Teachers Students
N
Sub city Total Directors G 4 G 8
o Gov Priv G 4 G 8
Intended Actual Intended Actual
11 4 15 52 65 39 600 600
1 Addis ketma 564 554

11 4 15 60 65 45 600 600
2 Akaki kality 599 550
11 4 15 64 65 48 600 600
3 Arada 600 590
10 15 25 100 115 75 1000 1000
4 Bole 785 946

6 8 14 56 60 42 560 560
5 Gulele 560 531

6 Kirkos 9 6 15 60 65 45 600 551 600 583

11 19 30 128 130 96 1200 1200
7 Kolfa 1180 1197
7 4 11 40 50 30 440 440
8 Ledeta 438 439
13 17 30 120 125 90 1200 1200
9 N/lafto 1061 1124
14 16 30 120 125 90 1200 1200
10 Yeka 1108 1028
Total 103 97 200 800 865 600 8000 8000
7446 7542
782 809 402 7446 7542

97.75% 93.50% 67%

93.08% 94.28%
17
Cont …
 Instrument – achievement test , questionnaires
observation & Document Analysis
 Instrument development procedures
- subject teachers, curriculum experts &
assessment experts involved
- validation workshop & revision
• Analysis-descriptive and inferential statistics
using SPSS V-20, Percentage, Mean, z-score, t-
test one-way analysis of variance (ANOVA)
Presented in tables and graphs
18
 Background Variables and Achievement
Dependent variable Independent variable
Students variables
•Gender
•Language at
home
Students academic •Interests towards
achievement the subject
G4 in 4 subject
G8 in 5 subject
•Self -
understandings
towards the
subject
•Additional
reading materials

19
Cont….
Dependent variable Independent variable

Home variables:
•Types of family
•structures
students live with
•Family size
Students academic •Mothers/father
achievement education
G4 in 4 subject •Tutorial support
G8 in 5 subject • Watch TV
•Fathers or
guardians
occupation

20
 Cont….
Dependent variable Independent variable
School variables
•Frequency of home
works or group works
given
•Availability of
students text book
Students academic •Teachers
achievement
Absenteeism
G4 in 4 subject
G8 in 5 subject
•Safe school
environment
•The usage of school
library, laboratory
•Checking Attendance
etc

21
 Cont…
Dependent variable Independent variable
Teachers variables
•Teaching methods
•Techniques of
assessment
Students academic •Teacher-student
achievement
G4 in 4 subject relationship
G8 in 5 subject •Use of school
pedagogical center,
laboratory
•Participation in co-
curriculum clubs
22
4. Findings
Students mean scores achievement by subject in %
Subject N Mean Std.Deviation

Amharic 7446 67.9 15.965

English 7446 47.5 20.311

Mathematics 7435 58.75 16.24

Env.sci 7434 49.92 14.181

Average 7440 56.02 16.67

23
Range of achievement scores (%) at five key marker points

percentile Amharic English Mathematics Envi.sci Average

10th 45 22 38 30 33.75

25th 58 30 45 40 43.25

50th 70 45 60 52 56.75

75th 80 65 72 60 69.25

90th 88 78 80 68 78.5
24
 Percentage of Students Achieved Performance Level for
Each Subject (%)
120

100 0.2 0.3 0.8 0.6 0.5

16.6 22.1 19.9 17 18.9
80

40.7 27.7 29.6 38.9 34.23

60
Advance
Proficent
40
Basic
42.5 50 49.7 43.5 46.43 Below Basic
20

25
 Means scores between boys and girls
Sig(2-
Subject Gender N Mean Std.D t df MD
tailed)

M 3486 65.94 16.003

Amharic 10.918 7288 -4.035 0.00
F 3804 69.97 15.542

M 3486 46.28 20.488

English -5.472 7288 -2.6 0.00
F 3804 48.88 20.062

M 3474 58.05 16.421

Mathematics 3.924 7311 -1.49 0.00
F 3839 59.54 16.024

M 3433 48.5 14.685

Env.sci 8.806 7113 -2.941 0.00
F 3682 51.44 13.481

M 3470 54.69 16.9

Average 4.544 7250 -2.77 0.00
F 3782 57.46 16.3
26
 Mean scores by school types (%)
Sig(2-
Subject school type N Mean Std.D t df MD
tailed)

Gov 4002 64.7 16.175

Amharic -19.04 7444 -6.9 0.00
Priv 3444 71.6 14.88

Gov 4002 38.58 16.973

English -46.354 7444 -19.278 0.00
Priv 3444 57.86 18.907

Gov 3889 55.76 15.978

Mathematics -16.92 7433 -6.261 0.00
Priv 3546 62.02 15.892

Gov 3945 47.77 14.13

Env.sci -14.075 7432 -4.578 0.00
Priv 3489 52.35 13.84

Gov 3960 51.7 15.81

Average -24.097 7439 -9.26 0.00
Priv 3481 60.96 15.88
27
 Students Mean Score by Sub city
Sub-city Amharic English Mathematics Env.sci Average

Addis ketema 64.13 38.21 55.25 48.58 51.5425

Akaki 62.25 38.84 54.08 47.7 50.7175
Arada 65.8 40.46 57.27 47.4 52.7325
Bole 68.7 54.95 62.62 51.84 59.5275
Gulele 69.74 47.85 55.23 48.64 55.365
Kirkos 65.49 42.08 54.58 46.19 52.085
Kolfa 71.47 51.46 62.36 51.39 59.17
Ledeta 66.61 45.8 58.62 49.31 55.085
N/lafto 69.12 51.34 59.59 51.64 57.9225
Yeka 69.35 51.26 60.36 51.35 58.08

Average 67.9 47.5 58.75 49.92 56.02

28
 Chart Title

100%

90% 51.5425 50.7175 52.7325 59.5275 55.365 52.085 59.17 55.085 57.9225 58.08 56.02

80%

70% 48.58 47.7 47.4 51.84 48.64 46.19 51.39 49.31 51.64 51.35 49..92
60%

50% 55.25 54.08 57.27 62.62 55.23 54.58 62.36 58.62 59.59 60.36 58.75
40%

38.21 38.84 40.46 54.95 47.85 42.08 51.46 45.8 51.34 51.26 47.5
30%

20%

64.13 62.25 65.8 68.7 69.74 65.49 71.47 66.61 69.12 69.35 67.3
10%

0%

Amharic English Mathematics Env.sci Avarage

29
 Homogenous subset groupings in Amharic mean score (%) by sub city

subcity code N Subset for alpha = 0.05

1 2 3 4 5

Akaki 618 62.24919

Adis Ketema 564 64.13298 64.13298

Kirkose 551 65.4882

Arada 613 65.79772

Ledeta 438 66.60502 66.60502

Bole 739 68.70365 68.70365

N/lafto 1061 69.12253 69.12253 69.12253

Yeka 1108 69.34928 69.34928

Gulele 574 69.74216 69.74216

Kolfa 1180 71.47034

Sig. 0.462284 0.112286 0.097652 0.971225 0.160998

30
Homogenous subset groupings in English mean score (%) by sub city
Sub-city code N Subset for alpha = 0.05
1 2 3 4 5

Adis ketma 564 38.20922

Akaki 618 38.84142 38.84142

Arada 613 40.46493 40.46493

Kirkose 551 42.08167

Ledeta 438 45.79909

Gulele 574 47.84669

Yeka 1108 51.25812

N/lafto 1061 51.34496

Kolfa 1180 51.45593

Bole 739 54.95129

Sig. 0.516978 0.072467 0.655645 1.00 1.00

31
Homogenous subset groupings in English mean score (%) by sub city
Sub-city code N Subset for alpha = 0.05
1 2 3 4 5

Adis ketma 564 38.20922

Akaki 618 38.84142 38.84142

Arada 613 40.46493 40.46493

Kirkose 551 42.08167

Ledeta 438 45.79909

Gulele 574 47.84669

Yeka 1108 51.25812

N/lafto 1061 51.34496

Kolfa 1180 51.45593

Bole 739 54.95129

Sig. 0.516978 0.072467 0.655645 1.00 1.00

32
 Homogenous subset groupings in Mathematics mean score (%) by sub city
Subset for alpha = 0.05
Sub-city code N
1 2 3 4 5 6

560 54.07857143
Akaki
554 54.57761733 54.5776173
Kirkose
573 55.23385689 55.2338569
Gulele
565 55.25132743 55.2513274
Adisketma
615 57.2650407 57.26504
Arada
437 58.62243 58.62243
Ldeta
1101 59.59491 59.59491 59.59491
N/lafto
1090 60.35505 60.35505 60.35504587
Yeka
1181 62.36325 62.36325148
Kolfa
759 62.62318841
Bole
0.944248918 0.06572889 0.18903 0.612942 0.050049 0.221112505
Sig.
33
Homogenous subset groupings in Envi.sci mean score (%) by sub city

Subset for alpha = 0.05

Sub-city
N
code 1 2 3
4
Kirkose 542 46.19372694

Arada 654 47.39602446 47.39602446

Akaki 599 47.70283806 47.70283806

Adis ketma 484 48.58264463 48.58264463

Gulele 576 48.640625

Ledeta 436 49.30963303 49.30963303

Yeka 1093 51.35041171 51.35041171

Kolfa 1182 51.39340102 51.39340102

N/lafto 1099 51.63876251 51.63876251

Bole 769 51.84

Sig. 0.062157584 0.281508554 0.077519454 1.000

34
 Comparison of Students Achievement in
AABLA and TAALA (gov)
Conducted Assessment in %
subject
AABLA(2011) SAALA(2015) TAALA(2019)

Amharic 64.9 68.03 64.7

English 41.8 41.02 38.58

Mathematics 51.1 52.43 55.76

Envi.sci 55.0 56.65 47.77

Average 53.1 54.60 51.7 35

The comparison of Addis Ababa baseline learning assessment result
with its achievement in the TAALA (gov)
80

70

60

50

40

30
AABLA(2011) Gov
20 SAALA(2015) Gov
10 TAALA(2019)Gov

36
 Comparison of Students Achievement in AABLA and
NLA’S
Conducted Assessment
subject
SNLA(2004) TNLA(2008) FNLA (2013) AABLA(2011) TAALA(2019)

Amharic 76.9 50.4 42.96 64.7 67.9

English 39.9 36.9 38.87 41.9 47.5

Mathematics 44.9 41.4 37.06 50.7 58.75

Envi.sci 54.6 47.3 41.21 54.5 49.92

Mean
53.7 44 40.06 52.9 56.02
composite
37
 The comparison of Addis Ababa learning assessment result with its
achievement in the last NLAs
80

70

60

50

40

30 FNLA (2013)
20
AABLA(2011)
GEQRRA(2019)
10

38
Comparison of Students Achievement Result in TAABLA
and GTP (Gov)

70

60

50

40
10.8% GTP
62.5% TAALA
30 51.7%
20

10

GTP TAALA
39
Comparison of Students Achievement Result
in TAABLA and GTP
64% 63% 62.50%
62%
62%
6.48
%
60%

58%
57.46%
56.02% GTP
56%
54.69% TAALA

54%

52%

50%

M F T

40
41
 Grade 8 student Academic performance in the
key subjects

Subject N Mean Std.Deviation

English 7542 59.78 19.00886

Mathematics 7520 53.39 13.584

Biology 7542 47.89 13.309
Physics 7539 47.41 18.03139

Chemistry 7539 48.99 15.243

Average 7536 51.49 15.84
42
 Range of Achievement Scores at five Percentile Ranks

percentile English Mathematics Biology Physics Chemistry Average

10th 33.33 35 30 25.64 30 30.794

25th 46.15 42 38 33.33 38 39.496

50th 58.97 52 48 46.15 48 50.624

75th 76.92 65 58 61.54 60 64.292

90th 84.62 72 65 74.36 70 73.196

43
 Percentage of Students Achieved Performance Level for Each
Subject

100 0 0.2 1 3.4 1.8 1.28

90 22 20.8 16.8 15.1 18.2 18.58
80

70
27.4 28 27.2 27.8 29.66
60
37.9
50
Advance
40
Proficent
30
50.6 51 54.3 52.2 50.48 Basic
20
44.3 Below Basic
10

44
 Independent sample t-test for equality of means between
boys and girls
Sig(2-
Subject Gender N Mean Std.D t df MD
tailed)
M 3460 60.14 19.18
English 0.49 7430 0.42 0.34
F 3972 59.72 18.83
M 3498 53.39 13.56 -
Mathematics -0.138 7483 0.89
F 3987 53.43 13.59 0.043

M 3460 47.96 13.32

Biology 0.32 7430 0.01 0.97
F 3972 47.95 13.297
M 3440 47.8 18.31
Physics 1.645 7448 0.689 0.10
F 4010 47.12 17.76
M 3440 49.12 15.271
Chemistry 0.53 7448 0.187 0.60
F 4010 48.93 15.175
M 3460 51.682 15.93
Average 0.57 7448 0.252 0.58
F 3990 51.43 15.73 45
 Students Mean Score by School Types (%)

69.74
70

58.16 58.76
60
54.1 55.86 55.95
50.54 48.89
50
44.56
42.13 42.12
39.1
40

30
Gov
20 Priv
10

46
 Students Mean Score by Sub city
Sub-city English Mathematics Biology Physics chemistry Average

Addis ketma 57.22 53.46 45.52 43.41 45.59 49.04

Akaki 48.04 48.81 40.36 38.84 41.37 43.484

Arada 53.77 50.42 44.92 43.88 46.67 47.932

Bole 66.94 57.79 53.51 52.69 53.65 56.916

Gulele 58.92 53.94 46.68 45.19 47.91 50.528

Kirkose 60.61 52.43 49.39 47.95 49.96 52.068

Kolfa 59.84 54.43 48.58 48.71 49.49 52.21

Ledeta 54.93 48.48 44.29 46.69 48.8 48.638

N/lafto 65.84 55.86 51.16 52.28 52.97 55.622

Yeka 59.89 51.91 46.76 45.92 47.24 50.344

Average 59.78 53.39 47.89 47.41 48.99 51.49

47
Students Mean Score by Sub city
350

56.916 55.622
300
52.21
49.04 50.528 52.068 50.344 51.49
47.932 53.65 48.638
250 52.97
43.484
45.59 47.91 49.96 49.49 47.24 48.99
46.67 48.8
200 41.37 52.69 52.28
43.41 45.19 47.95 48.71 45.92 47.41 Avarage
43.88 46.69
150
38.84 53.51 51.16 chem
45.52 46.68 49.39 48.58 46.76 47.89
44.92 44.29 Phy
40.36
57.79
53.94 52.43 54.43 48.48 55.86 51.91 53.39
100
53.46 Biology
48.81 50.42
50 Mathes
57.22 48.04 53.77 66.94 58.92 60.61 59.84 54.93 65.84 59.89 59.78
English
0

48
 Homogeneous subsets Group of English Average Score by sub city

Subset for alpha = 0.05

sub city N
1 2 3 4 5 6
Akaki 550 48.0373
Arada 590 53.7679
Ledeta 439 54.9325 54.9325
Adis ketma 554 57.2248 57.2248
Gulele 531 58.9212 58.9212

Kolfa 1237 59.8429 59.8429

Yeka 1028 59.8898 59.8898

Kirkose 583 60.6061

N/lafto 1084 65.8364

Bole 946 66.9431

sig 1.000 0.978 0.396 0.19 0.806 0.984

49
 Homogeneous subsets Group of Mathematics Average Score by sub city

Subset for alpha = 0.05

sub city N
1 2 3 4 5 6
Ledeta 429 48.48
Akaki 508 48.81
Arada 612 50.42 50.42
Yeka 1035 51.91 51.91
Kirkose 578 52.43 52.43 52.43
Addis ketma 590 53.46 53.46
Gulele 541 53.94 53.94 53.94
Kolfa 1226 54.43 54.43
N/lafto 1066 55.86 55.86
Bole 935 57.79
sig .191 .152 .144 .156 .202 .193
50
Homogeneous subsets Group of Biology Average Score by sub city

Subset for alpha = 0.05

sub city N
1 2 3 4 5 6 7
Akaki 550 40.36
Ledeta 439 44.29
Arada 590 44.92 44.92
Addis ketma 554 45.52 45.52
Gulele 531 46.68 46.68
Yeka 1028 46.76 46.76
Kolfa 1237 48.58 48.58
Kirkose 583 49.39 49.39
N/lafto 1084 51.16
Bole 946 53.51
1.000
sig .767 .210 .169 .979 .266 1.000
51
Homogeneous subsets Group of Chemistry Average Score by sub city

Subset for alpha = 0.05

sub city N
1 2 3 4 5 6
Akaki 535 41.37
Addis ketma 552 45.59
Arada 576 46.67 46.67
Yeka 1024 47.24 47.24 47.24
Gulele 572 47.91 47.91 47.91 47.91
Ledeta 468 48.80 48.80 48.80
Kolfa 1229 49.49 49.49
Kirkose 583 49.96
N/lafto 1097 52.97
Bole 903 53.65
sig 1.000 .117 .206 .143 .252 0.998
52
Homogeneous subsets Group of Physics Average Score by sub city

Subset for alpha = 0.05

sub city N
1 2 3 4 5 6
Akaki 535 38.84
Addis ketma 553 43.4089
Arada 576 43.8835 43.8835
Gulele 572 45.1856 45.1856 45.1856
Yeka 1024 45.9160 45.9160 45.9160 45.9160
Ledeta 468 46.6853 46.6853 46.6853
Kirkose 583 47.9483 47.9483
Kolfa 1229 48.7138
N/lafto 1097 52.2824
Bole 902 52.6920
sig 1.000 .211 .100 .111 .101 1.000
53
Comparison of Students Achievement
in AABLA and TAALA (gov)
Conducted Assessment
subject
AABLA(2011) SAALA(2015) TAALA(2019)

English 42.8 49.84 50.54

Mathematics 37.4 41.66 48.89
Biology 37.4 45.6 42.13
Physics 34.7 38.96 39.1
Chemistry 32.9 39.37 42.12
Average 37.o 43.19 44.56
54
 The comparison of Addis Ababa baseline learning assessment
result with its achievement in the TAALA (gov)

Chart Title
60

50

40

30

20

10

42.8 37.4 37.4 34.7 32.9 37.o

English Mathematics Biology Physics Chemistry Average
SAALA(2015) Gov TAALA(2019)Gov
55
 Comparison of Students Achievement in
AABLA and NLA’S
Conducted Assessment
subject
SNLA(2004) TNLA(2008) FNLA (2013) AABLA(2011) TAALA(2019)

English 42.3 39.6 36.87 44.6 59.78

Mathematics 40.5 33.4 25.53 38.8 53.39

Biology 33.8 34.2 42.1 37.9 47.89
Physics 31.1 30.5 34.45 35.4 47.41

Chemistry 35.9 31.9 36.44 33.4 48.99

Average 36.7 34 35.32 38 51.49

56
 The comparison of Addis Ababa learning assessment result
with its achievement in the last NLAs
70

60 59.78
53.39 51.49
50
47.89 47.41 48.99
44.6
42.1
40
36.87 38.8 37.9 38
35.4
34.45 36.44 35.32
33.4
30

25.53 FNLA (2013)

20
AABLA(2011)
10
GEQRRA(2019)

57
 Comparison Students Achievement Result in
TAABLA and GTP

52% 51.70%
52% 51.50%
51.40%
51%
0.50
%
51% GTP
51% 51% 51.00% TAALA
51%

51%

51%

M F T
58
 Comparison of Students Achievement Result in
TAABLA and GTP (Gov)
51.00%
51.00%

50.00%

49.00%

48.00%

47.00%
GTP
46.00%
44.56% TAALA
45.00%
6.44
44.00%
%
43.00%

42.00%

41.00%

GTP TAALA
59
 Major finding of qualitative study
•There are many factors associated with the students’
achievements. Majority of the student, teachers and directors
replied that (post)
Student
- Students access to pre-school education
- Usage of school library and laboratory
appropriately
Perception
- Education
- School life
- Teachers activities
- Interest to learn subject 60
Cont…
Teachers
Perceptions towards
- student activates
- Discussion with parents
- Availability of professional training
- Provision of curriculum material
- Students participation in class and task on time
Directors
- Involvement of PSTA in school
- Provision of school inputs and frequency of class
room supervision.

61
Cont…
Majority of the student, teachers and directors replied that
(Neg)
- There is no access to study home tutors,
- watch TV all days in a week
- Students not participate in pedagogy center in school.
- Participation of community at school work was medium.
- Unsafe school environment and Class rooms.
- Some of the teachers use school pedagogy center and
school laboratory.
- Number of periods missed by the teachers because of
different reasons
- 2119 period’s loss.(g4)
- 515 period’s missed.(G8) 62
 Recommendations
Based on findings and conclusions of the study the following
recommendations forwarded.
 The third regional learning assessment of grade 4 and 8 students’
academic achievement is relatively better than the second base line
learning assessment and the fourth national learning assessment.
But in English and Env.sci for grade 4, Physics, Biology and
Chemistry subject for grade 8 and in government school still it is
below average achievement score. Therefore Evaluate the
effectiveness of the implementing the general education quality
assurance package that contains six different programs should be
more strengthened, moreover the coordination of all stakeholders
and concerned bodies and their focuses on the education quality
towards the attainment of the curriculum goals of basic education
at the city level is very crucial.
63
Cont..
Establishment of training center
 The 21st century can set up a training center to become
competent; it should also set up a training center for teachers with
onsite training.
School work culture
 Addis Ababa city administration education bureau can examine
the work culture of educational institutions
- Service delivery
- Leadership communication
- Evaluation system
 Addis Ababa city administration education bureau needs to step
out of the traditional system and set up a systematic scientific
support, evaluation and action
64
 Cont…
Teachers evaluation criteria
 Addis Ababa Education Bureau should ensure that
teachers evaluation criteria related to students learning.
Institutions of higher education
 Addis Ababa Education Bureau needs to address the
problems of mathematics and science education by
creating a net work of higher education institutions.
Reinforcing the department head teachers
 More experienced and qualified teachers should lead the
departments and Addis Ababa Education Bureau
facilitates chair person allowance.

65
Cont…
Educational assessment at school
 Developing a system for monitoring student
academic performance and scientific monitoring
of the tools we use to determine students learning
ability.
 Preparing tests to measure students learning
ability at quarter and cluster centers
 A school-level monitoring committee can be set
up.
Making the students Visionary
 Teachers need to work on why students learn and
66
Cont…
School Tutorials
 A school-based tutoring should be provided at the school
level. It should organize information that shows any
changes or improvements made in the tutorial. Funding
can be provided to teachers providing tutoring.
School community
 Schools need to create different ways to build
relationships with the student parent and community.
Sub-city structure
 At the sub-city level a responsible body should assign
deputy head office that directly and continuously
monitor the quality of general education in school level
and take appropriate remedial measures. 67
 Cont…
School leadership
 School leaders should improve student
achievement and focus on classroom activities
Supervision
 Supervisor must develop strategies to improve
student achievement and to monitor the
implementation of systems for closing the gap in
school.

68
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