Fisseha Mikre Weldmeskel
Biographic Data
| ID | 6891254 |
|---|---|
| NAME | Fisseha Mikre Weldmeskel |
| GIVEN NAMES | Fisseha Mikre |
| FAMILY NAME | Weldmeskel |
| SIGNATURE | WELDMESKEL F M |
| AFFILIATIONS | Jimma University |
| ORCID | 0000-0001-7779-8354 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The effect of inquiry-based teacher training on secondary school teachers’ pedagogic knowledge
This study investigated the effect of the inquiry-based learning strategy on the pedagogical knowledge gains of in-service teacher trainees. Pedagogical knowledge acquired through professional development is significant in preparing competent teachers who can positively influence educational quality and student learning outcomes. As widely recognized by educators, inquiry-based learning is an active learning approach that enhances the quality of …
Differences in causal attributions, self-regulation, and achievement motivation across academic performance levels among grade 10 students in Kaffa Zone, Ethiopia
The purpose of this study was to investigate differences in students’ causal attributions, self-regulation, and achievement motivation across their academic performance levels. A quantitative cross-sectional survey design was employed, and data were collected from 430 students (193 males and 237 females), selected using a multistage random sampling technique, through self-report questionnaires and school records of students’ grade 9 average score…
Relationships between formative assessment, learning motivation, and self-efficacy among pre-service teachers
Enhancing the quality of teacher education requires instructional practices that support pre-service teachers’ engagement, motivation, and confidence. Formative assessment has been widely discussed as a pedagogical approach associated with pre-service teachers’ learning motivation and academic self-efficacy. This baseline study investigates the relationships among pre-service teachers’ perceptions of formative assessment, their learning motivatio…
Gender differences in causal attributions, self-regulation, achievement motivation, and academic performance following an intervention
This study examined whether male and female students differed in their responses to an intervention focused on causal attributions, self-regulation, and achievement motivation. Using a one-group pre-test-post-test quasi-experimental design with an embedded mixed-methods approach, 84 grade 10th students (37 male, 47 female) from Kafa Zone, Ethiopia, participated in an eight-session program targeting key non-cognitive learning factors. Quantitative…
No prominent works on this page.
The effect of inquiry-based teacher training on secondary school teachers’ pedagogic knowledge
This study investigated the effect of the inquiry-based learning strategy on the pedagogical knowledge gains of in-service teacher trainees. Pedagogical knowledge acquired through professional development is significant in preparing competent teachers who can positively influence educational quality and student learning outcomes. As widely recognized by educators, inquiry-based learning is an active learning approach that enhances the quality of …
Differences in causal attributions, self-regulation, and achievement motivation across academic performance levels among grade 10 students in Kaffa Zone, Ethiopia
The purpose of this study was to investigate differences in students’ causal attributions, self-regulation, and achievement motivation across their academic performance levels. A quantitative cross-sectional survey design was employed, and data were collected from 430 students (193 males and 237 females), selected using a multistage random sampling technique, through self-report questionnaires and school records of students’ grade 9 average score…
Relationships between formative assessment, learning motivation, and self-efficacy among pre-service teachers
Enhancing the quality of teacher education requires instructional practices that support pre-service teachers’ engagement, motivation, and confidence. Formative assessment has been widely discussed as a pedagogical approach associated with pre-service teachers’ learning motivation and academic self-efficacy. This baseline study investigates the relationships among pre-service teachers’ perceptions of formative assessment, their learning motivatio…
Gender differences in causal attributions, self-regulation, achievement motivation, and academic performance following an intervention
This study examined whether male and female students differed in their responses to an intervention focused on causal attributions, self-regulation, and achievement motivation. Using a one-group pre-test-post-test quasi-experimental design with an embedded mixed-methods approach, 84 grade 10th students (37 male, 47 female) from Kafa Zone, Ethiopia, participated in an eight-session program targeting key non-cognitive learning factors. Quantitative…
Academic achievement (2 works) · Education, Achievement, and Giftedness (2 works) · Psychological intervention (2 works) · Qualitative research (2 works) · Causal model (1 work) · Cognition (1 work) · Cognitive Abilities and Testing (1 work) · Curriculum (1 work) · Data collection (1 work) · Early Childhood Education and Development (1 work)