Department of Psychology

Permanent URI for this collectionhttps://repository.mu.edu.et/handle/123456789/368

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Start date: 2024Has files: Yes

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Now showing 1 - 6 of 6
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    THE ROLE OF PARENTAL INVOLVEMENT ON EARLY CHILDHOOD ACADEMIC ACHIEVEMENT: THE CASE OF KINDERGARTEN IN MEKELLE, TIGRAY ETHIOPIA
    (Mekelle University, 2024-06-21) Roman Alemayehu
    This study investigates the role of parental involvement in children's academic performance in early childhood education. Conducted in Mekelle city, Ethiopia, with its diverse socio-economic context, the research focuses on Romanat Kindergarten. Utilizing a quantitative research approach and a descriptive design, data were collected from 141 kindergarten students and analyzed using a linear regression model. The model included fifteen independent variables and one continuous dependent variable representing academic performance. Findings reveal that higher parental education, especially of fathers, a supportive parent-child relationship, and effective parent-school communication significantly enhance children's academic performance. These results underscore the importance of strong partnerships between home and school environments. The study acknowledges limitations such as the small sample size and reliance on quantitative data, suggesting future research should incorporate larger samples and qualitative methods. Recommendations include educational programs for parents, initiatives to strengthen Parent-child relationships, enhanced parent-school communication, and policies to support Parental involvement in early childhood education.
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    The Association between Parental Involvement and Students’ Academic Achievement: The Case of Saint Lucy Primary School Students in Adigrat City
    (Mekelle University, 2025-06-21) Werku Gebreyohans
    This study assessed the association between parental involvement and students’ academic achievement in Saint Lucy Primary School, Adigrat city, Tigray. The research focused on the extent of parental involvement, role perception, the relationship between parents and schools, and the influence of socio-demographic factors on students’ academic achievement. The researcher was used Epstein’s theory and the six categories of parental academic achievement in their children’s’ schooling. A mixed-methods approach was employed, combining quantitative and qualitative data from 360 parents of Grade 1 and Grade 2 students. Data were collected through questionnaires and were analyzed using descriptive statistics, correlation, and simple linear regression. Findings showed a weak but statistically significant positive relationship between parental involvement and students’ Average Result (r = 0.138, p < 0.05). Parents’ educational levels, income, and home learning environments were identified as key factors influencing academic outcomes. However, the regression model indicated that parental role alone explains only 3.4% of the variance in average result, suggesting that other factors may affect which not covered in this study. The study indicated the need for increased parental engagement, improved parent-school communication, and targeted interventions to support students’ holistic development. Recommendations include organizing workshops for parents, fostering collaborative school-community programs, and addressing socio-economic barriers to parental involvement. This research contributes to the growing body of literature on parental roles in early childhood care and development and provides actionable insights for educators and policymakers in Tigray.
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    Practice and Challenges of Early Childhood Care and Education Program in Mekelle City
    (Mekelle University, 2025-05-25) Kidane Kebede
    This study examined the practices and challenges of Early Childhood Care and Education (ECCE) programs in government preschools within Mekelle City, Tigray Regional State. Employing a mixedmethods approach that integrates quantitative descriptive analysis (percentage and mean score) and a phenomenological qualitative design, the study assesses the implementation of ECCE program components, the strengths and weaknesses of preschool curriculum implementation, and the availability of resources supporting ECCE programs. Convenient sampling used to select teachers, coordinators, and school directors. Data were collected from sixty preschool teachers, nine school directors, and seven preschool coordinators using questionnaire, structured observations, document analysis, and interviews. Findings reveal that while teachers demonstrate strong commitment to child-centered pedagogical approaches, practical implementation remains inconsistent due to resource constraints, large class sizes, and limited training. Authentic assessment practices, though recognized in principle, are underutilized due to inadequate professional development and structural barriers. The misalignment between curriculum goals and classroom execution further may impede holistic child development. Addressing these challenges requires enhanced teacher training, improved resource allocation, policy coherence, and greater parental engagement to strengthen the quality and accessibility of ECCE programs.
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    A Study on Assessment and Evaluation Practices Selected Private Kindergartens Adwa Town
    (Mekelle University, 2025-06-21) BRHANE GEBRU GEBRESLASSIE
    The purpose of this study was to assess the practice of assessment and evaluation methods of kindergarten children in some selected private kindergartens of Adwa town. To this end, descriptive survey method was employed. Out of 25 private KGs in the town six KGs were selected through simple random sampling method and availability sampling was used to select the kindergarten teachers, principals of kindergarten centres, woreda education office expert, and kindergarten children at different preschool centres. The study employed questionnaire, observation, interview, and document analysis as data gathering tools. Questionnaire and interview were applied to gather data from the kindergarten teacher, principals and woreda education office experts. Pilot test was conducted in ten kindergarten teachers and the reliability of the instrument (questionnaire) was computed using Cronbach’s alpha. Accordingly, the result was 0.77. Then, quantitative data were analysed using percentage and the qualitative data were presented in words to triangulate the data obtained through quantitative methods. Findings made clear that almost all (90%) of the respondents have an understanding of evaluation methods and teacher made tests, observations; portfolios and play based assessments are the common methods of evaluations practiced in the Kindergartens. However, challenges like lack of professional training and support, lack of skills, lack of parental involvement, and lack of evaluation resources affect the appropriateness of the assessment and evaluation methods in the Kindergartens. To this end giving professional training, parental participation, introducing developmentally appropriate practices is possible solutions to these factors. Regional Bureau of Education, Woreda Education Office, pre-school owners, pre-school teachers and parents should give attention to solve the problems. The key words in this study are assessment, evaluation, practices and kindergarten children
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    Traumatic Experiences of War Surviving Children Residing in Mekelle Saba Kare Internally Displaced Center
    (Mekelle University, 2025-01-25) Mearg Mehari Abera
    This study examined the traumatic experiences of war surviving children residing in Mekelle’s Seba Kara internally displaced center, focusing on the prevalence of posttraumatic stress disorder (PTSD) symptoms, associated factors, and resilience promoting factors. Employing a concurrent mixed method design, the research achieved a high response rate of 94.4% among 180 participants, including 85 children, 85 caregivers, and 12 professionals. The study focused on children aged 5 to 10. Simple random sampling was used to select both the children and their caregivers, while convenience sampling was used to select the professional participants. Data were gathered using validated PTSD and resilience measures, showed high internal consistency (Cronbach's alpha values between .725 and .873). Findings showed a significant prevalence of PTSD, with 42.4% of children exhibiting severe symptoms. Major associated factors for PTSD included forced displacement, separation from parents, direct exposure to combat, and conditions of extreme poverty. However, resilience factors, such as supportive family relationships, community solidarity, and access to essential social resources, were critical in fostering resilience and protecting psychological distress. This study emphasized the crucial need for trauma-informed interventions and policies tailored to the unique needs of war affected children, supporting psychological recovery, healing and promoting long-term well-being in post-war Tigray.
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    Predictors of Psychological Risk and Resilience among Internally Displaced children residing in Seba-Kare (IDPS) Center, Tigray Region
    (Mekelle University, 2025-02-28) Tesfanesh Kalayu Wodaju
    This study addresses the critical gap in understanding the psychological risk and resilience factors among internally displaced children residing in the Seba-Kare IDP Center. The primary objective was to investigate how demographic characteristics, war-related adversities, protective factors, and contextual influences affect the mental health outcomes of these children. Utilizing a mixed-methods approach, the research employed both qualitative and quantitative designs. A simple random sampling technique was used to select 212 participants from a total population of 1,209 (594 males and 615 females). Additionally, 20 adults, not involved in the interviews, were randomly selected to triangulate the data sources. Data collection involved validated instruments, including the Child PTSD Symptom Scale, the Strengths and Difficulties Questionnaire, the War Events Questionnaire, the Centre for Epidemiological Studies Depression Scale for Children, and the Conduct Disorder and Oppositional Defiant Disorders Scale. These tools were culturally and linguistically adapted into Tigrigna, validated through a pilot test with 30 participants in the study area, and demonstrated strong internal consistency (Cronbach’s Alpha values ranging from 0.748 to 0.894). The findings revealed a high prevalence of post-traumatic stress disorder (PTSD) among the children, with 77.4% exhibiting moderate symptoms and 20.8% indicating severe symptoms. Additionally, significant concerns regarding depression and anxiety were identified. Major risk factors contributing to psychological distress included exposure to violence, displacement, loss of family members, and parental trauma. Conversely, protective factors such as familial stability, maternal caregiving, social support networks, and adaptive coping strategies significantly fostered resilience. Creative outlets, particularly play, were also found to enhance emotional stability and recovery. Notably, younger children shows heightened sensitivity to trauma. This study underscores the importance of addressing both risk and protective factors in developing interventions aimed at supporting the mental health of IDP children.