Wudu Melese
Biographic Data
| ID | 8832242 |
|---|---|
| NAME | Wudu Melese |
| GIVEN NAMES | Wudu |
| FAMILY NAME | Melese |
| SIGNATURE | MELESE W |
| AFFILIATIONS | Jimma University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The Effect of Inquiry-Based Learning on Students’ Attitude Toward Learning History and Academic Achievement at Secondary Schools
This quasi-experimental study investigated the effect of inquiry-based learning (IBL) on 10th-grade students’ attitudes toward learning history and their academic achievement. Participants comprised an experimental group (n = 72) and a control group (n = 77), drawn from four intact secondary school classes. Employing a pretest-posttest design supplemented by post-intervention interviews, data were collected using validated attitude questionnaires…
The impact of a blended learning approach on students’ academic achievement in Ethiopia
This study aims to investigate the impact of a blended learning approach on students’ academic achievement at Jimma College of Teacher Education. Second-year English and Citizenship department students from Jimma College of Teacher Education were study participants. A non-equivalent group pre–post quasi-experimental design was used in the study. Second-year English department students were assigned as the treatment group in this study, which feat…
Self-Regulated Learning Strategies as Predictors of Perceived Learning Gains among Undergraduate Students in Ethiopian Universities
Despite increasing focus on the importance of self–regulated learning for undergraduate students in universities in recent years, very little is known about its specific features in universities in developing countries, in general, and Ethiopia, in particular. This study examined the relationships of self-regulated learning strategies (SRLSs) with perceived learning and further assessed the relationships within the SRLS components in Ethiopian pu…
No prominent works on this page.
Self-Regulated Learning Strategies as Predictors of Perceived Learning Gains among Undergraduate Students in Ethiopian Universities
Despite increasing focus on the importance of self–regulated learning for undergraduate students in universities in recent years, very little is known about its specific features in universities in developing countries, in general, and Ethiopia, in particular. This study examined the relationships of self-regulated learning strategies (SRLSs) with perceived learning and further assessed the relationships within the SRLS components in Ethiopian pu…
The impact of a blended learning approach on students’ academic achievement in Ethiopia
This study aims to investigate the impact of a blended learning approach on students’ academic achievement at Jimma College of Teacher Education. Second-year English and Citizenship department students from Jimma College of Teacher Education were study participants. A non-equivalent group pre–post quasi-experimental design was used in the study. Second-year English department students were assigned as the treatment group in this study, which feat…
The Effect of Inquiry-Based Learning on Students’ Attitude Toward Learning History and Academic Achievement at Secondary Schools
This quasi-experimental study investigated the effect of inquiry-based learning (IBL) on 10th-grade students’ attitudes toward learning history and their academic achievement. Participants comprised an experimental group (n = 72) and a control group (n = 77), drawn from four intact secondary school classes. Employing a pretest-posttest design supplemented by post-intervention interviews, data were collected using validated attitude questionnaires…
Academic achievement (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Online and Blended Learning (2 works) · Psychology (2 works) · Achievement test (1 work) · Blended Learning (1 work) · Education and Technology Integration (1 work) · Educational Methods and Outcomes (1 work) · Educational Practices and Challenges (1 work)