Journal of Science and Sustainable Development
https://aujssd.ethernet.edu.et/index.php/jssd
<p><span style="color: #000000;"><strong>Journal of Science and Sustainable Development (JSSD)</strong> is an open access peer-reviewed multidisciplinary journal published by Ambo University, Ethiopia, that provides rapid publication (bi-annually) of articles in all subject areas covering,but not limited to, Natural Sciences, Agriculture, Technology and Social Sciences. The journal welcomes submission of manuscripts that meet the general criteria of significance in scientific excellence.Authors are advised to strictly follow the AuthorsGuideline as a mere deviation from the basics of the Journal format can lead to automatic rejection of the manuscript without going in depth in to it.</span></p>Ambo Universityen-USJournal of Science and Sustainable Development2304-2702Dog husbandry practices and associated public health consequences in Ambo town, Oromia, Ethiopia
https://aujssd.ethernet.edu.et/index.php/jssd/article/view/414
<p><em>Dog owning is a common practice in Ethiopia, including Ambo town. Information on dog population and husbandry practices is essential to access poor husbandry practices that could increase the risk of dogborne diseases in Ethiopia. A cross-sectional study was conducted to assess the husbandry practices of dog owners, dog population characteristics and associated public health consequences in Ambo town. Two hundred dog-owning households were randomly selected and interviewed face-to-face. A pre-tested structured questionnaire was used to obtain information on household and dog demographic characteristics and husbandry practices. The collected data was analysed using STATA version 14 and logistic regression was used to assess the risk factors. Out of the 200 households, 83% keep local breeds of dogs, and of the 277 owned dogs, 74% were male. The primary purpose of keeping dogs is for security reasons (83.5%), and about 73% of the households keep only one dog, and the maximum number is five per household with an average number of 1.4. In 62% of the interviewed households, dogs have free access to the outdoor environment. Dogs don't have separate houses in 54.5% of the households, and most of those who have doghouse clean it less frequently or not at all. The most common means of dog feces disposal was into an open hole (47.5%) and thrown into the environment (23.0%). About 66% of households had never dewormed their dogs, and around 69% had never vaccinated their dogs. The overall result of the dog husbandry practice evaluation showed that about 63% of the dog-owning households had poor dog handling practices. Multivariable logistic regression analysis revealed that the elementary educational level of the householders, female sex, and local breed of owned dogs are associated with poor dog husbandry practice. The current dog husbandry practices in Ambo town had a public health risk related to dog-borne zoonosis. Therefore, awareness regarding responsible dog ownership and improving dog husbandry practices are needed to intervene in dog-related zoonotic diseases for the community owning dogs.</em></p>Fedhessa AlemuEdilu Jorga SarbaGuesh NegashGetachew Kebebew Tola
Copyright (c) 2024 Fedhessa Alemu, Edilu Jorga Sarba, Guesh Negash, Getachew Kebebew Tola
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2022-08-102022-08-1010211210.20372/au.jssd.10.2.2022.0414Effects of Speed Reading Techniques Training on Students’ Reading Comprehension
https://aujssd.ethernet.edu.et/index.php/jssd/article/view/415
<p><em>The main aim of this study was to examine the effects of speed reading training on the improvement of the students’ reading comprehension. To achieve this objective, experimental research design was employed and two sections of freshman social science students of Ambo University 2022/23 entry were randomly selected and assigned to experimental and control groups. Then, reading tests adopted from different speed reading training books were administered as pre-tests and post-tests. The analysis of pre-test data showed that the students in both groups were at the same level in their reading speed and reading comprehension skills initially. Then, the same contents of the reading were taught to both groups. However, the experimental group students were given intensive training for 16 hours in 8 weeks on how to improve their reading speed and their reading comprehension. On the completion of the training, a post-test was given to both groups. The collected data were analyzed using Mann-Whitney U and Wilcoxon Signed Rank tests, and the result of these analyses revealed that the post-test scores of the experimental group in speed reading and reading comprehension activities were statistically significantly different from their pre-test score and the control group’s post-test scores. Hence, it was noted that the speed reading techniques training had a statistically significant improvement in the experimental students’ reading speed as well as reading comprehension scores. Based on these key findings, it is recommended that speed reading techniques lessons and exercises must be incorporated into students' textbooks and course books and given to students at all levels so that their reading speed and comprehension improve.</em></p>Wondimu GadissaWondimu Tegegne
Copyright (c) 2024 Wondimu Gadissa, Wondimu Tegegne
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2022-08-102022-08-10102132410.20372/au.jssd.10.2.2022.0415The Effect of Reading Strategy Training on Students’ Reading Comprehension Performance
https://aujssd.ethernet.edu.et/index.php/jssd/article/view/418
<p><em>The study was intended to investigate the effect of reading strategy training on students’ reading comprehension performance. To attain this objective, a quasi-experimental research design with quantitative approach was used. Participants in this study were 84 Ambo University first-year students. These participants were categorized into the treatment group (TG) and control group (CG). Reading comprehension tests were given to participants in both groups before and after the training to examine whether their reading comprehension performance was significantly different or not. Using the independent samples t-test and SPSS version 25, the reading comprehension test results were quantitatively calculated. The pre-test results showed that there was no statistically significant mean difference in reading comprehension performance between the TG (M = 45.52, SD = 16.75) and the CG (M = 47.31, SD = 17.17). t (82) = -.482, P=.631 (two-tailed) in which p>.05. In the post-test results, the independent t-test revealed a statistically significant mean difference in reading comprehension test performance between the TG (M = 59.10, SD = 16.01) and CG (M = 48.86, SD = 15.81). t (82) = 2.948, P=.004 (two-tailed), p<.05. In this regard, TG participants outperformed CG participants. According to the study, teaching students reading strategies improved their reading comprehension performance. The improvement achieved by participants in the TG suggests that training in reading strategies had a positive impact on their reading comprehension performance. Hence, the result of this study could be used as a reference by English teachers, students, and other researchers.</em></p>Kebede WakweyaWondimu Tegegne
Copyright (c) 2024 Kebede Wakweya, Wondimu Tegegne
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2022-08-102022-08-10102253510.20372/au.jssd.10.2.2022.0418The Effects of Task-Based Language Teaching Method Training in Improving English Language Teachers’ Practices of Teaching Vocabulary: Gudar Town Middle Level Schools in Focus
https://aujssd.ethernet.edu.et/index.php/jssd/article/view/419
<p><em>The main aim of this study was to investigate the effects of task-based language teaching method training in improving English language teachers’ practices of teaching vocabulary: Gudar town middle level schools in focus. In order to conduct this study, descriptive and repeated measures designs were utilized. For this purpose, ten participants were selected by means of purposive sampling technique. Mixed method approaches were used, and the data were collected by means of classroom observations, tests and questionnaires. The qualitative data were described and analyzed thematically; and the quantitative data were analyzed by using SPSS version 25. The results of base line study indicate that before the intervention, the teachers did not follow the principles and procedures of teaching vocabulary using TBLTM. As a result, they practiced it ineffectively. That is the classroom situations were not set well to teach the lessons effectively. Vocabularies were not revised and introduced at the beginning of the lesson. Tasks were not provided for the students appropriately and learners’ vocabulary retentions were not assessed well. In this context, they used lecture method, reading method and grammar translation method. After the intervention, even though there was shortage of teaching materials, they tried to follow the principles and implemented TBLTM to teach the target skill. That is, they set the classroom conditions, introduced key words of the day’s lesson, explored learners’ back ground knowledge, motivated the learners, gave vocabulary tasks and supervised them. In addition, they made the students to make sentences by using new words they have learned. Furthermore, the mean results of teachers’ knowledge tests were increased by 20% and the grand mean of the data collected by means of questionnaires changed from 3.3873 to 4.2375. All these indicate that the treatment significantly affected the practices of teachers in teaching vocabulary using TBLTM.</em></p>Tesfaye SoriMadanu Shantha
Copyright (c) 2024 Tesfaye Sori, Madanu Shantha
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2022-08-102022-08-10102364810.20372/au.jssd.10.2.2022.0419Effect of Aligned Vocabulary Teaching to Learners' Strategy Preferences on Grade 11 Students' Perceptions of Strategy Use
https://aujssd.ethernet.edu.et/index.php/jssd/article/view/423
<p><em>The study investigated the effects of aligning vocabulary teaching practices with learners' learning strategy preferences on their perceptions of strategy use. The study consisted of two phases. In the first descriptive phase, data was collected from 74 students through a questionnaire and interviews with eight top-performing students. The questionnaire used a zero-to-five scale, and a one-sample t-test compared the observed mean with the expected mean (X=3). The interview data was thematically interpreted alongside the questionnaire data. The majority of students preferred 18 different vocabulary learning strategies assessed through questionnaire and interview. In the second phase, a quasi-experimental design was adopted using these 18 strategies. The experimental group received intervention aligned with their learning strategy preferences, while the control group used the conventional method. Pre- and post-questionnaires and interviews were used to assess the groups' perceptions of the learning strategies. An independent sample t-test analyzed the questionnaire data, and the interview data were qualitatively analyzed. Before the intervention, the experimental and control groups' average mean scores were not statistically significant (p > 0.05), indicating similar perceptions of vocabulary learning strategies (X= 2.892 and X = 2.878), respectively. After the intervention, the groups' mean scores were statistically significant (p < 0.05). The experimental group had a significantly higher average mean score (X = 4.364) compared to the control group (X = 2.878). This highlights the significant contribution of aligning vocabulary teaching practices with students' learning strategy preferences in improving their perceptions of strategy.</em></p>Chalessa Adeba
Copyright (c) 2024 Chalessa Adeba
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2022-08-102022-08-10102496310.20372/au.jssd.10.2.2022.0423