Diagnosing The Disparity Between Students Learning Style And Teacher’s Mode Of Delivery In The Current Course Book In Preparatory School Of Ethiopia : (The Case Of Preparatory Schools At Segen Area People’s Zone Of Snnprs.)

Abstract

This study investigates the disparity between students’ learning style and teachers’ mode of delivery in the current course book in preparatory school of Ethiopia (The case of preparatory schools in Segen area people’s zone of SNNPRS). By employing a descriptive serving method the study comprehensively assesses the problems of students’ learning style and teachers’ mode of delivery in three preparatory schools :Gidole preparatory school, Segen preparatory school and Kollango preparatory .Data was collected from grade 11 and 12 student s, preparatory school physics teachers, lab technicians and principals.144 students, six physics teachers, three lab assistants/technicians, and six School principals were selected by purposive sampling techniques. The main data collection methods for this research were questionnaires and observation check list. Quantitative data were tabulated and organized in tables and analyzed using SPSS version-16 software and percentage, frequency, mean, standard deviation and variance were interpreted. The findings of this current study indicated that: - (i) Data analysis result showed that 57.28% were concrete learners,34.44% were analytic learners, 34.18% were communicative learners and 59.38% were authority oriented learners. (ii) The specific objectives are not balanced according to Bloom’s taxonomy and there was not clear instruction for laboratory activities. (iii) Teacher guide had no concise description for teaching each lesson and does not help teacher to understand the objectives and methodology of text. (iv) Classroom observation indicated that there was disparity between teachers mode of delivery and students learning styles since the curriculum is not flexible and teachers do not followed different instructional mode of delivery (v) From teacher questioner 83.3% of teachers indicated that th ey did not take professional development training opportunities in the past five years about implementation of new curriculum, new resources and practical work of specific content. (From questioner of school status observation 50% of principals respondent indicated that Unav ailability of school facilities such as ICT room, physics laboratory, library etc. were found obstacle to teachers to meet students interest