Abstract:
The purpose of this study was to assess Nexus between HDP Training and Teaching Learning Practice at Arba Minch University. It employed a descriptive correlational
research design and mixed research method. The study compared classroom teaching learning practices and attitudes of previously HDP trained HDP candidates and non-HDP
trained teachers. To this end, the populations of the study were teachers and students. By
purposive sampling, three campuses were selected, and by disproportionate stratified
random sampling, 24% of teachers on duty and 10% of regular undergraduate prospective
graduates were included in the study. Self-administered questionnaires and semi-structured
interviews were used for data collection. Descriptive and inferential statistics were employed
for quantitative data analysis and SPSS version 20 was used for facilitating the processes.
Qualitative data was described verbatim and triangulated with quantitative data. The results
revealed that HDP trained teachers practice pedagogical knowledge and skills at a higher
level. One-Way ANOVA and Post-Hoc Test depicted there were significant differences in
teaching-learning practices and attitude among HDP trained (candidates and previous
completes) and non-HDP trained teachers. HDP trained teachers were found to have a
favorable view of the HDP training process. Moreover, HDP training has a strong positive
correlation (α= +0.70) to and about 48.3% prediction on teaching-learning practices. In
conclusion, HDP training in the university was effective so that HDP trained teachers were
better in teaching-learning practices and attitude than non HDP trained ones. The university
needs to sustain and enhance trained teachers' commitment and encourage engagement of
non-trained ones in the training.
Keywords: Teachers/Instructors, HDP Training, Teaching-Learning Practices,
