African Swine Veterinary Studies | 05 April 2008
Methodological Assessment of Secondary School Systems in Ethiopia Using Quasi-Experimental Design
Z, e, r, i, h, u, n, M, e, s, f, i, n, ,, T, a, d, e, s, s, e, N, e, g, a, s, h, ,, Y, a, r, e, d, D, e, b, e, l, a, ,, M, e, n, g, i, s, t, u, A, s, s, e, f, a
Abstract
Ethiopia's secondary school systems have faced challenges in providing adequate agricultural education to students. A quasi-experimental study was conducted, involving pre- and post-intervention assessments with 300 randomly selected students from 50 secondary schools in Ethiopia. The intervention consisted of a modified curriculum focusing on agriculture education. There was an observed increase in student engagement (78%) and improved knowledge scores by 25% after the intervention period, although there was some variability across different regions and school types. The quasi-experimental design proved effective in measuring changes in agricultural education outcomes among secondary school students in Ethiopia. Further research should be conducted to explore the long-term effects of this curriculum modification on student performance and attitudes towards agriculture. secondary schools, agricultural curricula, quasi-experimental design, educational outcomes The empirical specification follows $Y=\beta_0+\beta^\top X+\varepsilon$, and inference is reported with uncertainty-aware statistical criteria.