Diversity Management and Learning in Multiethnic Classrooms in College of Teacher Education in Southern Ethiopia: Special Focus at Bonga CTE

Abstract

This study examined the state of diversity management and learning at Bonga College of Teachers’ Education. The mixed research approach was employed in the collection, analysis and interpretation of data. The participants of this study were 373 students and 150 instructors which were selected through proportional stratified sampling, comprehensive sampling and purposive sampling techniques. Instruments of data collection included questionnaires, focus group discussion, in-depth interview, and document analysis methods. Quantitative data were analyzed by employing both descriptive and inferential statistics. Qualitative data were analyzed and interpreted by incorporating personal reflections and insights separate from descriptive notes and excerpts from subjects. This paper asserts that diversity has a bearing on instruction. The results suggest that effective classroom diversity management is one of the facilitating factors for effective college instruction. We recommend that stakeholders of the Teachers’ Education College may well consider learners’ diversity in planning, implementing and evaluating instruction in higher education institutions.