áˆá‹•ለአእáˆáˆ¯á‹Š የመጻá ብáˆáˆƒá‰¶á‰½ በተማሪዎች áˆá‹•ለአእáˆáˆ¯á‹Š የመጻá ብáˆáˆƒá‰¶á‰½ áŒáŠ•á‹›á‰¤áŠ“ በመጻá ችሎታ ላዠያላቸዠተጽዕኖᤠበዘጠáŠáŠ› áŠáሠአማáˆáŠ› አááˆá‰µ ተማሪዎች ተተኳሪáŠá‰µ
Abstract
የዚህ ጥናት ዋና አላማ áˆá‹•ለአእáˆáˆ¯á‹Š የመጻá ብáˆáˆƒá‰¶á‰½ በተማሪዎች áˆá‹•ለአእáˆáˆ¯á‹Š የመጻá ብáˆáˆƒá‰¶á‰½ áŒáŠ•á‹›á‰¤áŠ“ በመጻá ችሎታ ላዠያላቸá‹áŠ• ቀጥተኛና ኢቀጥተኛ ተጽዕኖ መáˆá‰°áˆ½ áŠá‰ áˆá¡á¡ áትáŠá‰µáˆ˜áˆ°áˆ ቅድመትáˆáˆ…áˆá‰µáŠ“ ድኅረትáˆáˆ…áˆá‰µ ባለá‰áŒ¥áŒ¥áˆ ቡድን የáˆáˆáˆáˆ ስáˆá‰µ የተከተለዠá‹áˆ… ጥናት በደሴ ከተማ መáˆáˆ…ሠአካለወáˆá‹µ ኹለተኛ ደረጃ ትáˆáˆ…áˆá‰µá‰¤á‰µ የተካሄደ áŠá‹á¢ የጥናቱ ተሳታáŠá‹Žá‰½áˆ በ2015 á‹“.áˆ. በዚሠትáˆáˆ…áˆá‰µá‰¤á‰µ ከዘጠáŠáŠ› áŠáሎች መካከሠበቀላሠየእጣ ንሞና በተመረጡ ኹለት የመማሪያ áŠáሎች የሚማሩ 104 ተማሪዎች áŠá‰ ሩá¡á¡ የáትáŠá‰µ ቡድኑ ተማሪዎች የመጻá ትáˆáˆ…áˆá‰±áŠ• በáˆá‹•ለአእáˆáˆ¯á‹Š የመጻá ብáˆáˆƒá‰¶á‰½á£ የá‰áŒ¥áŒ¥áˆ ቡድኑ ተማሪዎች በመደበኛዠሥáˆá‹á‰°á‰°á‰µáˆáˆ…áˆá‰µ መሠረት ለ10 ሳáˆáŠ•á‰³á‰µ ተáˆáˆ¨á‹‹áˆá¡á¡ ኹለቱሠቡድኖች ከáˆáˆáˆáˆ© በáŠá‰µáŠ“ በኋላ ተመሳሳዠቅድመትáˆáˆ…áˆá‰µáŠ“ ድኅረትáˆáˆ…áˆá‰µ የመጻá áˆá‰°áŠ“ ተáˆá‰µáŠá‹‹áˆá¤ áˆá‹•ለአእáˆáˆ¯á‹Š የመጻá ብáˆáˆƒá‰¶á‰½ áŒáŠ•á‹›á‰¤ የጽሑá መጠá‹á‰…ሠሞáˆá‰°á‹‹áˆá¡á¡ በድኅረትáˆáˆ…áˆá‰µ የተገኙ መረጃዎችሠበመዋቅራዊ እኩáˆá‹®áˆ½ ሞዴሠዘዴ ተተንትáŠá‹‹áˆá¡á¡ የድኅረትáˆáˆ…áˆá‰µ የትንተና á‹áŒ¤á‰± እንዳመለከተዠመጻáን በáˆá‹•ለአእáˆáˆ¯á‹Š የመጻá ብáˆáˆƒá‰¶á‰½ መማሠየተማሪዎችን áˆá‹•ለአእáˆáˆ¯á‹Š የመጻá ብáˆáˆƒá‰¶á‰½ áŒáŠ•á‹›á‰¤áŠ“ (β = .811, t = 4.456, p < .001) የመጻá ችሎታን (β = .646, t = 6.3, p < .001) የማሻሻሠቀጥተኛ አስተዋᆠአለá‹á¡á¡ እንዲáˆáˆ áˆá‹•ለአእáˆáˆ¯á‹Š የመጻá ብáˆáˆƒá‰¶á‰½ በáˆá‹•ለአእáˆáˆ¯á‹Š የመጻá ብáˆáˆƒá‰¶á‰½ áŒáŠ•á‹›á‰¤ አማካá‹áŠá‰µ (B = 7.830, t = 16.269, p = .037) የመጻá ችሎታን የማሻሻሠኢቀጥተኛ ሚና አላቸá‹á¡á¡ በመሆኑሠáˆá‹•ለአእáˆáˆ¯á‹Š የመጻá ብáˆáˆƒá‰¶á‰½ መጻáን ለማስተማሠቢተገበሩ በአማáˆáŠ› ቋንቋ ትáˆáˆ…áˆá‰µ የራሳቸዠአበáˆáŠá‰¶ እንደሚኖራቸዠተጠá‰áˆŸáˆá¡á¡
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