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\title{Appraising Students' Feelings Concerning Wolaita Language Education in Wolaita Zone, Ethiopia: Focus in Grades 7 and 8}
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             \author[1]{Markos Mathewos  Alaro}

             \affil[1]{  Wolaita Sod University}

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\date{\small \em Received: 8 December 2017 Accepted: 3 January 2018 Published: 15 January 2018}

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\begin{abstract}
        


The main purpose of the study was to assess primary school learners? thoughts regarding Wolaita language education in two selected primary schools of Wolaita Zone. The participants of the study were purposely selected ten students from grades seven and eight. Moreover, four teachers from both schools and three city administration education experts were involved in the study. Two instruments were used to collect the data: a likert scale questionnaire and interview. Both qualitative and quantitative data analysis methods were employed to obtain the results. Hence, the findings of the study disclosed that many students were interested to learn in Wolaita language and at the same time some students were not interested to learn in Wolaita language and still needed further intervention to optimize their attitude. The findings also indicated that some learners? irrelevant feelings affected the progress of mother tongue instruction by making learners feel negatively towards Wolaita language instruction and by making learners do not give due value for Wolaita language instruction. According to the findings, providing training, working cooperatively, teachers' commitments, establishing conducive classroom environment, managing classroom effectively and sharing experiences with better schools were some of the possible ways to optimize learners' feelings towards mother tongue instruction in lower primary schools.

\end{abstract}


\keywords{attitude, feelings, optimize, primary school, wolaita language instruction.}

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\let\tabcellsep& 	 	 		 
\section[{Introduction}]{Introduction}\par
t is now become a common place of contemporary thinking that language is a highly emotionally charged issue, an aid and a barrier to national development, an advantage and disadvantage to an individual, a centripetal force that may unite a nation, and also a centrifugal force that may drive a society apart and ultimately divide a nation. Thus, in order to deliver quality basic education, language is clearly the key to communication and understanding in the classroom. Claims for language are among the first rights that minorities have voiced when there have been situations of political change and evolution. The United Nations Universal Declaration on Human Rights (1948) affirms the right to education without discrimination. Article 2 of this fundamental document establishes the basic principle against discrimination on the grounds of language. Article 5 of the 1960 Convention and Recommendation against Discrimination in Education specifically recognizes the right of the members of national minorities to carry on their own educational activities, including the use or the teaching of their own language. UNESCO has encouraged mother tongue instruction in early childhood and primary education since 1953  {\ref (UNESCO, 1953)}. Thus, to ensure quality of education, mother tongue instruction plays a great role. UNESCO also espouses Mother tongue instruction as a means of improving educational quality by building on the knowledge and experience of the learners and teachers. Instruction through a language that learners do not speak has been called "submersion" (Skutnabb-Kangas 2000) because it is analogous to holding learners under water without teaching them how to swim.\par
The transitional government of Ethiopia has also declared the use of nationality languages as medium of instruction for primary level under section 3, subsection 3.5, and Article 3.5.1. It says "Cognizant of the pedagogical advantage of the child in mother tongue and the right of nationalities to promote the use of their languages and so that primary education are given in nationality languages"  {\ref (TGE, 1994:23)}.This also shows that the Ethiopian government believes mother tongue instruction as an important to amend educational quality and students' academic achieve-ment in lower primary schools. Basically this declaration helped many nationalities including Wolaita nation to begin instruction by its own language in 1994 which is still in progress. Therefore, by using the opportunity provided by the constitution, the people of Wolaita has advanced its language( Woliata language) from lower schools up to the diploma and the university level and graduated students in more than three times. However, students of Appraising Students' Feelings Concerning Wolaita Language Education in Wolaita Zone, Ethiopia: Focus in Grades 7 and 8\par
Abstract-The main purpose of the study was to assess primary school learners' thoughts regarding Wolaita language education in two selected primary schools of Wolaita Zone.\par
The participants of the study were purposely selected ten students from grades seven and eight. Moreover, four teachers from both schools and three city administration education experts were involved in the study. Two instruments were used to collect the data: a likert scale questionnaire and interview. Both qualitative and quantitative data analysis methods were employed to obtain the results. Hence, the findings of the study disclosed that many students were interested to learn in Wolaita language and at the same time some students were not interested to learn in Wolaita language and still needed further intervention to optimize their attitude. The findings also indicated that some learners' irrelevant feelings affected the progress of mother tongue instruction by making learners feel negatively towards Wolaita language instruction and by making learners do not give due value for Wolaita language instruction. According to the findings, providing training, working cooperatively, teachers' commitments, establishing conducive classroom environment, managing classroom effectively and sharing experiences with better schools were some of the possible ways to optimize learners' feelings towards mother tongue instruction in lower primary schools. Thus, it was recommended that more efforts should be made by concerned stakeholders like teachers, families, Zone education department, district education office and the whole society to optimize some learners' with irrelevant attitude towards mother tongue or Wolaita language instruction in primary schools. Teachers should select attractive teaching methods that are feasible for primary schools and teach students in a way that improve their perception regarding mother tongue instruction. Teachers should encourage students to like their mother tongue instruction and to build their self confidence. Besides, all stakeholders should further encourage students with good attitude and should work more on those students with negative attitude towards mother tongue instruction.\par
Wolaita zone still does not show expected feelings regarding their mother tongue /Wolaita language/ instruction. Some of them perceive positively and some perceive negatively to wards Wolaita language instruction.\par
Although mother tongue instruction is supported by UNESCO and the Ethiopian government as well as by many researchers to improve students' learning, the society, particularly the learners still might not properly understand its value. This directly takes us to unfavorable attitude of the community and learners regarding mother tongue instruction. Unfavorable attitude towards their mother tongue or preference to some language over the mother tongue could develop due to unawareness and prejudices  {\ref (Assebe, 1981:42)}. Thus, among the main barriers for the development of mother tongue and its instruction is students' inappropriate attitude as well as their attitudinal variation which makes the language to quiet down. Thus, all the mother tongue native speakers in particular and others should put forward their effort to work on attitude of learners' and the society. This research focus on the attitude of learners regarding mother tongue instruction that influenced the development of the language. The researcher was initiated to conduct this study because during his more than seven years teaching experience and as a native speaker of the language/Wolaita language/ he has been able to observe the reaction of the learners' concern mother tongue (Wolaita language) instruction. The researchers conducted specifically to appraise students' feelings towards Wolaita language instruction were rare. Therefore, this study focused to assess this and fill the gap and so that it attempted to answer the following research questions: 
\section[{a) Objectives of the Study}]{a) Objectives of the Study}\par
In order to generalize the feelings of all students who learn in different indigenous language in different areas, the study focused on Wolaiata language. Hence, the main objective of the study was to appraise primary school learners' thoughts towards Wolaita language instruction in two selected primary schools. Very specifically the research attempts:\par
1. To what extent do students feel regarding Wolaita language education in primary schools? . 2. How does learners' irrelevant feelings influence the advancement of Wolaita language instruction in Primary schools? 3. What are the possible ways of optimizing the feelings of learners concerning Wolaita language education in primary schools?\par
1. to assess the students' feelings regarding Wolaita language education in primary schools. 2. to identify the influence of irrelevant learners' attitude on the advancement of Wolaita language instruction in primary schools.\par
3. to indicate possible ways of optimizing the feelings of learners concerning Wolaita language education in primary schools.\par
In order to get relevant information, the researcher used a mixed approach i.e. both qualitative and quantitative research design. The reason for selecting them was that they were quite fitting to evaluate the feelings of learners towards Wolaita language instruction in primary schools and the nature of the research by itself also allowed using these approaches.\par
The sample of the study was decided based on the objective of study. The study focused on grades 7and 8 students of Abiyot Chora and Ligaba primary schools . The total population size of the study was 17. In order to get this population size, the researcher used purposive sampling technique. The reason for using purposive sampling technique was that it was more appropriate select relatively active students for relevant information. Thus, in each grade only one section was selected for questionnaires. From each section, only 5 students were selected by using purposive sampling technique so as to participate mature students. Thus, from two schools, (5x2=10) students were selected for questionnaires. All student population were involved in questionnaires. From each school, 2 teachers were selected using purposive sampling technique so as to get pertinent data. Hence, the teacher population was (2x2) = 4). From Sodo town administration education office, 3 experts were selected purposively to obtain rich data. Therefore, the total population of the study was 17(10+4+3).  
\section[{e) Tools for Data Collection}]{e) Tools for Data Collection}\par
Interview and a likert scale questionnaire were used to collect the data. 
\section[{i. Questionnaire}]{i. Questionnaire}\par
A Likert scale which is commonly involved in research that employs questionnaire was used. A likert scale is a 5-point attitude scale rating of "strongly agree", "agree", "undecided"," disagree", and "strongly disagree" were used to test students' thoughts towards Wolaita language as a medium of instruction.. The reason for selecting a likert scale questionnaire was that it was suitable to investigate students' language attitude. This questionnaire was addressed for all 10 students.\par
ii.\par
In-depth interview According to Babbie and Mouton (2001), indepth interviews are basic individual interviews frequently used for data gathering within the qualitative approach. Therefore, in-depth interview research methods enabled the researcher to study the issue in detail and to come up with depth information so as to meet the general as well as the specific objectives of the research. Hence, 4 teachers and 3 wereda education experts were involved in interview.\par
iii. 
\section[{Data Analysis}]{Data Analysis}\par
In this study both qualitative and quantitative data analysis methods were employed. This was because the data were gathered by using both the questionnaire and interview. Thus, the interview data were analyzed qualitatively and the data gathered by using a likert scale questionnaire were analyzed quantitatively. Thus, during analysis priority were given to a quantitative data i.e. questionnaire. The data of a 5likert scale questionnaire were analyzed first and then an interview data were analyzed qualitatively and the data were triangulated with the result of the questionnaire. The quantitative data were analyzed in tables which were categorized under various titles in their relationship. The qualitative data were analyzed through discussion which was often termed as textual analysis. In the above table 1, item 1.1 indicated that majority of the students (68.75\%) were strongly interested to learn in MT (Wolaita language) instruction. Again, very few students about (25\%) also simply agreed to learn in Wolaita language. No students responded saying undecided, disagree and strongly disagree on this issue. This shows that many students were very happy to learn in Wolaita language. 
\section[{III.}]{III.} 
\section[{Results and Discussion}]{Results and Discussion}\par
The interview data also indicated that the students in primary schools (grades7-8 ) were interested to learn in MT (Wolaita language). The respondents also said that some students have bad feelings towards mother tongue instruction. Let us see some of the respondents: many students have positive attitude towards using Wolaita language as a medium of instruction. They are interested and happy to learn in Wolaita language. However, some students still need intervention to improve their attitude. They act negatively towards Wolaita language as a medium of instruction (p1,p3 \&p4). Students have medium feelings towards using Wolaita language as a medium of instruction. Many students' feeling is good towards using Wolaita language as a medium of instruction, but they need advice and explanation that Wolaita language is Wolaita peoples' identity. Thus, their feeling is still not totally changed(p5\&p6).\par
From the above interview responses, we can understand four key points: first many students had positive feelings towards using Wolaita language as a medium of instruction, second many students were happy to learn in Wolaita language, third, students needed advice and explanation that Wolaita language is its peoples' identity. Four, some students were still act negatively to wards Wolaita language as a medium of instruction. Using mother tongue in education helps to revive indigenous language. Wolff (2006) also asserts that the crucial means to revitalize indigenous minority languages is using the language in education.\par
Thus, from the interview and a likert scale questionnaires response on can conclude that many primary school students were interested to learn in Wolaita language and at the same time some students were not interested to learn in Wolaita language and still needed further intervention to optimize their attitude.\par
In table1, item 1.2, a lot of students (81.25\%) responded that students are strongly like to ask and respond questions in Wolaita language. Few students (25\%) also replied that they are normally interested to ask and respond questions in Wolaita language. This again indicates that students are very happy to ask and respond questions in Wolaita language. However, the interview data indicated mixed results i.e. some students in primary schools were interested to learn, ask and respond questions in Wolaita language and some were not. Thus, they replied as follows :some students are very like to respond and ask questions in Wolaita language and to learn in Wolaita language. Inversely, some students are totally not like to ask questions and response in it (AP). From this interview data we can see that some students were like to learn, ask questions and response in Wolaita language and some are not like to do these.\par
Hence, from the above interview and questionnaire, one can assume that many students were very interested to ask and response questions in Wolaita language and learn in it and some were not totally doing so.\par
Item 1.3 in table 1, also indicated that majority of the students (about 75\%) strongly agreed that learning in Wolaita language help score better result. The remaining few students (about 25\%) also replied as they simply agreed in this idea and the remaining 18.75 \% of students did not decide their stance. Thus, from this we can guess that many students accepted Wolaita language learning as a good ways to score better result.\par
The data collected by the interview also assured that students score better result if they learn in Wolaita language. Here are the interview responses : without any doubt learn in Wolaita language helps learners score better result in subject matters they learn in Wolaita language(AP). This also indicated that learning in Wolaita language helps to score better result in subject matters. From the data collected from the questnaire and the interview we can conclude that learning in MT (Wolaita language) help learners score better result in subject matters they learn.\par
In item 1.4 many students i.e. 93.75\% replied that students in primary schools are strongly happy to read and write in Wolaita language and the other 25\% replied that they are simply happy to speak and write in Wolaita language. The interview data also indicated that all students were not very happy to speak and write in Wolaita language. For example, many of the respondents said the following: Many students are very happy to speak, write and share ideas in Wolaita language. They are very happy and willing to share and explain any ideas in Wolaita language even some students are not interested to speak in Amharic language. They want to reply in Wolaita language even when they are asked to reply in Amharic. When they reply in English and Amharic language they reply very shortly. And when they reply in Wolaita language, they reply broadly in detail (P4p6,P7\&P8).\par
Conversely, some respondents replied that some students spoke in Amharic when they were learning in Wolaita language. For example, they said the following: Yes, because some students speak in Amharic when there are learning in Wolaita language. Thus, it needs more work to solve this problem because some students still did not change their attitude concern Wolaita language. We are making our own efforts like advising them to use Wolaita language in classroom( p3, p5 \&p13).\par
From the above interview data, we can see two key points : First many students are very happy to use Wolaita language to share ideas, to speak and write in Wolaita language. Second, some students are not pleased to use Wolaita language in Wolaita language classroom rather they are speaking Amharic language in Wolaita language classroom. Therefore, from the data collected and analyzed by using both the interview and questionnaires we can conclude that many primary school students were very happy to speak and write as well as share ideas in Wolaita language and some of them were not pleased to speak and write in Wolaita language and this also shows us to work more in learners' thoughts towards Wolaita language instruction.\par
In table 1, item 1.5 majority of the students about (75\%) replied that students strongly want Wolaita language to be the official language of the school. The other 25 \% answered that they simply agreed Wolaita language to be the official language of the school. On the other hand, a very few number i.e. 6.25\% replied that they strongly disagree that Wolaita language is being an official language.\par
The interview data also informed that student want Wolaita language to be the official language of the school. They said that students provide high attention in Wolaita language than Amharic and English language. They need even teachers to say everything in Wolaita language.\par
From the above information provided by questionnaire and interview we can easily assume that almost all students need Wolaita language to be the official language of the school. In the African context, Robinson (1996) has the opinion that official and local languages are regarded as opposed to each other, rather than as complementary as evidenced by the fact that one of the two languages may be regarded as a more suitable language for certain domains, and the characteristic functions are seen in dichotomous terms.\par
From the above table-1, item 1.6. many students about 75\% answered that students strongly like their Wolaita language teachers. And only 25\% of the students quite agreed that they like their Wolaita language teachers. In oppose to this, 6.25 \% of the students replied that they disagreed and said that they do not like their Wolaita language teachers.\par
In line with this the interview data indicated both positive and negative responses. According to their opinion some students like their Wolaita language instruction teachers and some do not like them. For example some of them said as follows: 
\section[{Some students in my classroom like their Wolaita language instruction teachers. If you take me I know that they always happy with my teaching and like me. Even I have seen that they positively accepting other Wolaita language instruction teachers. Thus, almost all of them like their teachers( P11). Except few students, many students like Wolaita language instruction teachers (p9, p14 \& p16). In my opinion, some students do not want to spend their time with their teachers. They even like}]{Some students in my classroom like their Wolaita language instruction teachers. If you take me I know that they always happy with my teaching and like me. Even I have seen that they positively accepting other Wolaita language instruction teachers. Thus, almost all of them like their teachers( P11). Except few students, many students like Wolaita language instruction teachers (p9, p14 \& p16). In my opinion, some students do not want to spend their time with their teachers. They even like}\par
Wolaita language instruction teachers to be absent from entering classroom. Briefly they do not like their teachers. Many things should be done to improve their attitude(P3,P4,P5,P6\&P7). From this interview data, we can sense two key points: first, students have both positive and negative opinion regarding their likeness to their teachers. Second, more intervention should be done to improve students thoughts towards Wolaita language instruction. Therefore, based on above interview data and questionnaires it is possible to assume that some students like their teachers and some do not like them and this by itself shows that learners have both positive and negative feelings towards their teachers even if they replied in their questionnaires as they like teachers and this also needs all stake holders to work more on students' attitude towards Wolaita language instruction.\par
In item 1.7 above the majority of the students about 56.25\% strongly agreed to reply that Wolaita language is their identity and some students i.e. about 35.25\% replied that they simply agreed that Wolaita language is their identity. Few students about 12.5\% also replied that they do not decide with regard to it.\par
The interview data disproved the data gathered by questionnaires. Many of the respondents said that several students are not happy to accept Wolaita language as their identity. For example many teachers answered as follows: a lot of students wish to learn in English language or in Amharic language rather than in Wolaita language. They even left their identity and imitate others identity. Almost you will not find students who want to show their culture and language as their identity in our schools(P1,P2,P5,P13,P13\&P14). Some Students consider Wolaita language as their identity, but they need more encouragement by the teachers, parents and the whole society(p12,p15 and P16). From this interview data, it is possible to see that many students almost lost their identity and so that it needs more to work on it. Even we can grasp that some students with better identity need the support of many stake holders to improve their attitude concern Wolaita language as their identity. Kioko (2008:8) and Kuper (2003:96) strongly argue that when children learn in a foreign language, they lose their identity and are unable to express and transmit their ancestral traditions which ultimately impacts on the way they see the relevance of school to their life.\par
From the above table1, item 1.8, majority of the students about 68.75\% replied that students are strongly pleased to use Wolaita language when discussing in classroom with their friends. Next to this, a few students i.e. about 31.25\% also happy to use Wolaita language when discussing in classroom with friends. The interview data also assured this: let us see some of the responses : Students are very happy to share ideas and discuss with each other, but they need teachers' relevant support and motivation for using only Wolaita language (p14 \&p16).This interview data shows that even if students are glad to discuss in Wolaita language in classroom, they still need teachers' relevant support and motivation.\par
Therefore, based on given data collected by the two tools and the discussion above, one can guess that many students were very pleased to use Wolaita language when they are discussing with their friends. In item 1.9, many students (about 75\%) replied that they strongly feel comfort when learning in Wolaita language. Again, 6.25\% replied that they simply feel comfort when learning in Wolaita language. On the other hand, 12.5 \% of the participants did not decide anything about what they were felt. In addition, 6.25\% also replied that they do not feel comfort when learning in Wolaita language and 6.25\% replied that they strongly disagreed in this issue.\par
The interview data also indicated that some learners feel comfort when they are learning in Wolaita language and some do not feel comfort. For example, let us see responses : as much as I know some students in classroom fell comfort when they are learning in Wolaita language. At the same time some are mocking and get depressed when learning in Wolaita language (p1, p3\&p9). The interview data depicts that some students feel comfort when learning in Wolaita language and some do not feel comport. Thus, based on data collected by using both interview and questionnaire, it is possible to generalize that some students were not felt comport when they are learning in Wolaita language. 
\section[{Table-2:}]{Table-2:}\par
The influence of learners' irrelevant feelings on the advancement of mother tongue (Wolaita language) instruction in Primary schoolsSN Items SA A UD D SD f \% f \% f \% f \% f \% 2.1\par
By making learners feel negatively towards MT ( Wolaita language) instruction. In table2-, item 2.1, majority of the students about 32.5\% said that learners irrelevant thoughts influence mother tongue progress by making learners do not follow MT (Wolaita language) instruction attentively and few ones about 25\% also agreed on this idea. In addition,18.75\% did not decide anything about the influence of learners' irrelevant attitude on mother tongue instruction. On the other hand, about 12.5\% replied that they do not agree its influence on mother tongue instruction progress and even 6.25 \% of the respondents replied that they strongly disagreed that learners' irrelevant attitude influenced mother tongue instruction. The interview data also proved that learners' irrelevant feelings influenced mother tongue instruction. Some of the respondents replied that it influences by affecting learners to think irrelevantly towards mother tongue (Wolaita language) instruction(P3,P6\& P7).\par
According to the results of the data gathered by interview and questionnaires, we can conclude that learners irrelevant feelings affected the progress of mother tongue instruction by making learners feel negatively towards MT (Wolaita language) instruction.\par
In table-2 item 2.2, a lot of students about 50\% replied that learners attitude influenced mother tongue progress by making learners do not follow Wolaita language instruction attentively. And the next 25\% replied that they simply agree that it influenced mother tongue progress by making learners do not follow mother tongue instruction attentively. However, 12.5 \% of the respondents do not decide anything regarding the question and only 6.25\% of the respondents said that they do not agree on that idea. Besides to this,18.75\% of the students replied that they strongly disagreed on that idea. Many participants in interview data also proved that learners feelings influenced mother tongue progress . Some of them said that it affects mother tongue progress by diverting learners' attention to not follow mother tongue instruction effectively(P13 \&P14 \&P15).\par
Thus, based on the given data of interview and questionnaires, one cane estimate that irrelevant learners' attitude influenced the progress of mother tongue education (Wolaita language) by making learners do not give due value for their MT (Wolaita language) instruction.\par
In above table 2 item 2.3, a large number of learners i.e. 43.75\% replied as the influence of learners' in appropriate attitude strongly affected mother tongue progress by making learners do not give appropriate value for their mother tongue instruction. Among the respondents, 25\% of the research subjects replied that they relatively agreed on that issue. However, few respondents' replied that they do not say anything regarding how does learners' irrelevant attitude affect the progress of mother tongue instruction and 6.25\% of the participants answered that they relatively disagree on the ideas raised above and the remaining similar number i.e. 6.25\% replied that they strongly disagree on the above ideas. According to the interview information, all of the participants said that the influence of learners' irrelevant attitude impedes mother tongue (Wolita language) progress by making learners do not give appropriate value for their mother tongue instruction (AP ). From this we can see that students do not give due value for their own language when their attitude is not normal. Ouane (2003:66) as cited by Alemayehu Jote(2012) one of the major means of linguistic segregation is devaluing some languages in comparison with others and casting doubt on the ability of those languages to cope with the modern world.\par
Therefore, based on the discussion of the above interview and questionnaire, it is possible to conclude that the influence of learners' attitude affected the progress of mother tongue instruction by making learners do not give due value for their MT (Wolaita language) instruction in lower primary schools of Wolaita zone.\par
In item 2.4 above, majority of the students about 50\% strongly agreed to respond that the influence of learners' attitude affects the progress of mother tongue instruction by making learners do not understand MT(Wolaita Language) and its instruction as their identity and 12.5\% of the participants also replied as they quite agreed on that idea. Next to this, about 6.25 \% of the research participants replied as un decided concerning the above item. On the other hand, 6.25\% responded as they disagree on the item above and 18.75\% of the participants said that they strongly disagree on the above idea. The interview data also assured that the influence of learners' attitude affect the progress of mother tongue instruction by causing learners do not recognize MT (Wolaita Language) and its instruction as their identity (P15\&P16).\par
From the data provided by the interview and questionnaire one can guess that the influence of learners' irrelevant attitude affected mother tongue instruction by making learners do not understand MT (Wolaita Language) and its instruction as their identity.\par
It is also possible to see on table2, item 2.5 above that the majority of the respondents about 62.5\% replied that the learners' feelings influence mother tongue progress by making it difficult for the teachers to manage the classroom properly during MT (Wolaita Language) instruction. Next to this, 12.5\% of the participants replied that they quite agreed on that idea and about 18.75\% of the respondents disagreed on the above idea .In addition, about 6.25 \% of the research subjects answered that they strongly disagree on the above item. Many respondents on interview also supported that learners' thoughts influence mother tongue progress by making it difficult for the teachers to manage classroom. They also responded that teachers are not encouraged to manage classroom effectively as learners attitude is not interesting( p1,p7 \&p8).\par
Therefore, based on the above interview and questionnaire we can conclude that learners' irrelevant feelings affected mother tongue progress by making it difficult for the teachers to manage the classroom properly during MT (Wolaita Language) instruction.\par
As can be seen from the above table item 2.6, majority of the students about 56.25\% replied that learners' thoughts influence mother tongue progress by making it difficult for the teachers to run group activities in the classroom. On the other hand, 12.5\% of the research subjects disagree on that idea and 18.76\% of the respondents responded that they even strongly disagree on that idea. The majority of the interview respondents also answered that learners' thoughts influence mother tongue instruction. According to their response, it influences by causing troubles on activities of teachers to implement group activities in classes where teaching learning process took place(p1,p6,\&p7).\par
Therefore, based on the results of interview and questionnaires, we can conclude that learners' feelings influence mother tongue instruction by causing difficulties on activities of group work that teachers implement in classroom where teaching-learning process take place.\par
The data in item 2.7, in table -2 indicated that learners are moderate in their response. The majority of the respondents about 43.75 \% as they agreed learners' feelings influence mother tongue instruction by impeding proper evaluation of MT( Wolaita language) instruction. On the other hand, 12.5\% of the respondents did not say anything about it. Similarly, 12.5 \% of the respondents replied that they strongly disagreed on that idea. However, since majority of the Year 2018 respondents agreed on the above idea , we can guess that learners agreed on the above idea. The interview data also indicated that learners' attitude affect the progress of mother tongue instruction. Almost all participants said that it affect the progress of mother tongue instruction by making it difficult for teachers to Thus, according to the above data one can guess that irrelevant learners' attitude affect the progress of mother tongue instruction by making it difficult for teachers to evaluate mother tongue instruction in classroom. 
\section[{Table-3:}]{Table-3:}\par
Possible ways of optimizing the feelings of learners concern mother tongue (Wolaita language) instruction in primary schools. In table 3, item 3.1, the majority of the respondents about 93.75\% replied that providing training on attitude of the learners is one of a good ways for optimizing students' feelings towards mother tongue (Wolaita language) instruction. On the other hand, 12.5\% of the respondents strongly disagreed that providing training to optimize learners' thoughts towards mother tongue instruction. The interview data also approved that training is important to optimize learners' attitude towards mother tongue instruction in lower primary schools. Let us see some of the responses:SN Items SA A UD D SD f \% f \% f \% f \% f \% 3\par
The teachers and other stake holders should work cooperatively to improve learners thoughts. Relevant training should be provided for the students to improve their attitude towards mother tongue instruction in primary schools. Teachers should be committed to optimize students 'attitude towards mother tongue instruction (P9, P10, P11, P13\&PP14). This interview data emphasize on working cooperatively, on training and on commitments to optimize learners' thoughts towards mother tongue instruction in lower primary schools of Wolaita zone.\par
Thus, based on data provided by above interview and questionnaires, we can conclude that providing training, working cooperatively and teachers' commitments are some of the possible ways to optimize learners' feelings towards mother tongue instruction (Wolaita language) in r primary schools of Wolaita zone.\par
In item 3.2, a lot of students (75\%) replied that creating conducive environment is one of the possible ways to optimize students' attitude towards mother tongue instruction in primary schools. 25\% of the respondents also quite agreed on this idea. The interview data also indicated that creating conducive environment is essential to optimize learners' attitude towards mother tongue instruction in lower primary schools. They also replied that amending teacher-student ratio is very important to optimize the attitude of learners concern mother tongue instruction (P1,P2,P3\&P4). From this interview data we can recognize that favorable classroom environment is important to optimize learners' attitude towards MT (Wolaita language) instruction. Amending teacher student ratio is also vital so as to establish easily manageable class size.\par
Hence, according the information collected and analyzed by using interview and questionnaires, we can guess that establishing conducive classroom environment is important to improve learners' attitude towards Wolaita language instruction in primary schools of Wolaita zone.\par
According to table 3, item 3.3, the majority of the research subjects about 93.75\% replied that participating students in different (Wolaita language) symposium is one way to optimize students' feelings towards MT (Wolaita lanuage) instruction. Some of the students about 25\% also replied as they agreed on the above item. The interview data also indicated that participating students in different short language and attitude training as well as participating them in different mother tongue symposium is very important to improve learners' attitude towards mother tongue instruction in lower primary schools (P2, P5,\&P11). Therefore, based on the above data gathered by using interview and questionnaires we can presume that participating students in different Wolaita language symposiums and participating them in different attitudinal and language training is possible way to optimize students' attitude towards mother tongue instruction in lower primary schools.\par
In table 3,item 3.4 above, a large number of students (87.5\%) replied that establishing language clubs in different primary schools and participating learners in it is one of the ways to optimize learners attitude towards mother tongue instruction in lower primary schools. 12.5\% of the respondents did not determine anything regarding the above item. Many participants in interview also supported the above data. They said as follows: in school there is no language clubs, but if there is language clubs, it is very important to improve learners attitude. In our school some teachers have no diploma or degree in Wolaita language or some teachers who teach other courses were not trained in those courses in Wolaita language. Thus, if Wolaita language diploma or degree holders are assigned, students attitude can be optimized (P6,P7\&P8). From this interview data we can also understand two key points: first, the importance of establishing language clubs and second the importance of assigning degree or diploma holders in Wolaita language to improve learners' attitude towards Wolaita language instruction in lower primary schools Wolaita langauge.\par
Therefore, based on data provided and interview and questionnaires is possible to generalize that establishing language clubs in different schools and participating learners' in it as well as assigning degree holders in Wolaita language or those who hold diploma or degree in other courses is possible ways to optimize learners' attitude towards Wolaita language instruction in lower primary schools.\par
According to table 3,item 3.5, majority of the research subjects (93.75\%) responded that optional and attractive teaching method is very important to optimize learners' attitude towards MT(Wolaita language) instruction. 6.25\% of the participants simply agreed on the above idea. The respondents of the interview also ensured this. Some of them said the following: teachers should choose best teaching method that attracts primary school students. To assure this, teachers even should have different short term trainings so as to improve their methodological skills (P1, P2\&P3). From this interview data, we can understand that selecting best teaching method is important to improve learners' attitude. Besides, providing training on teaching methodology is essential to optimize learners' attitude towards mother tongue instruction in lower primary schools.\par
Hence, based on the results of the above interview and questionnaires, we can conclude that attractive teaching methods and providing training for teachers to improve their teaching methodology is one of the ways to improve learners' attitude towards Wolaita language instruction in lower primary schools.\par
In item 3.6, a lot of students (75\%) replied that managing classroom effectively is important to improve learners' attitude towards mother tongue instruction in lower primary schools of Wolaita zone. Furthermore, 25\% of the students also replied that they quite agreed on this idea. The interview data also indicated that effective classroom management is important to improve learners' attitude towards mother tongue instruction in lower primary schools of Wolaita zone. Lest us some of the responses. To be successful in optimizing learners' attitude, effective classroom management is important. When teachers effectively manage learners in classroom, students pay attention to mother tongue instruction and so that they will have better attitude towards mother tongue instruction (P10, P14\&P15). From this interview data, we can understand that effective classroom management is essential to turn students' attention towards MT (Wolaita language) instruction and this by itself important to optimize learners' attitude towards mother tongue instruction in lower primary schools.\par
Based on the data provided by interview and questionnaires, it is possible to presume that managing classroom effectively is one of possible ways to optimize learners' attitude towards mother tongue instruction in lower primary schools of Wolaita zone.\par
In table-3, item, 3.7, a large number of students about 81.25\% of the respondents strongly agreed that allowing learners and teachers to share experience with better performed lower primary schools is very important to encourage and improve learners' attitude towards mother tongue instruction in lower primary schools of Wolaita zone. 12.5\% of students also quite agreed on the above issues. Very few numbers of the participants (6.25\%) did not determine their response. The interview data also endorsed the above information provided by questionnaires. let us see : sharing experiences with better performed schools is important to amend learners' attitude towards mother tongue instruction in lower primary schools. Students are motivated and hold better attitude for mother tongue instruction in lower primary schools (P4, P5\&P6).\par
Therefore, based on the data provided by the above interview and questionnaires, we can assume that sharing experience with better schools is one of the ways to optimize learners' attitude towards mother IV. 
\section[{Conclusions and Recommendations a) Conclusions}]{Conclusions and Recommendations a) Conclusions}\par
Based on the findings of the study, the following conclusions were made. ? The study indicated that many primary school (grades7-8) students were interested to learn in Wolaita language and at the same time some students were not interested to learn in Wolaita language and still need further intervention to optimize their attitude. Some students were also interested to ask and response questions in Wolaita language and learn in it and some were not totally interested and from this it is possible to assume that more effort is needed to work on learners' perception towards mother tongue instruction. ? The study also disclosed that many primary school students were very happy to speak and write as well as share ideas in Wolaita language and some of them were not pleased to speak and write in Wolaita language and so that more intervention was found to be important. The data also indicated that learning in MT (Wolaita language) help learners score better result in subject matters they learn. ? The finding further indicated that some students like their teachers and some do not like them and this by itself shows that learners have both positive and negative attitude towards their teachers even if they replied in their questionnaires as they like teachers and this also needs all stake holders to work more on students' feelings towards MT (Wolaita language) instruction. ? The study also proved that many students were very pleased to use Wolaita language when they were discussing with their friends. The data also approved that some students were not felt comport when they are learning in Wolaita language. ? The study also indicted that some learners irrelevant attitude affected the progress of mother tongue instruction by making learners feel negatively towards MT (Wolaita language) instruction. It also influenced the progress of mother tongue education (Wolaita language) by making learners do not give due value for their MT (Wolaita language) instruction. ? The finding also indicated that learners' irrelevant attitude affected the progress of mother tongue by making learners feel negatively towards MT (Wolaita language) instruction. It also indicated that irrelevant learners' attitude influenced the progress of mother tongue education ( Wolaita language) by making learners do not give due value for their MT (Wolaita language) instruction. According to the finding learners' irrelevant attitude also affected mother tongue instruction by making learners does not understand MT (Wolaita Language) and its instruction as their identity. ? The research result proved that learners' irrelevant attitude affected mother tongue progress by making it difficult for the teachers to manage the classroom properly during MT (Wolaita Language) instruction.\par
The study also displayed that that learners' irrelevant attitude affected mother tongue progress by making it difficult for the teachers to manage the classroom properly during MT (Wolaita Language) instruction. Moreover, learners' irrelevant attitude influenced mother tongue progress by causing difficulties on activities of group work that teachers implement in classroom where teaching-learning process take place and by making it difficult for teachers to evaluate mother tongue instruction in classroom. ? The study proved that providing training,working cooperatively and teachers' commitments are some of the possible ways to optimize learners' feelings towards mother tongue instruction (Wolaita language) in primary schools of Wolaita zone. Besides, establishing conducive classroom environment is important to improve learners' attitude towards mother tongue instruction in primary schools of Wolaita zone. ? According to the finding managing classroom effectively is one of possible ways to optimize learners' attitude towards mother tongue instruction in primary schools of Wolaita zone. In addition, sharing experience with better schools is one of the ways to optimize learners' attitude towards mother tongue instruction in lower primary schools of Wolaita zone. 
\section[{b) Recommendations}]{b) Recommendations}\par
Based on the conclusions, the following recommenddations were made.\par
? More efforts should be made by concerned stakeholders like teachers, families, Zone education department, district education office and the whole society to optimize some learners' with irrelevant attitude towards mother tongue (Wolaita language) instruction in primary schools. Basically, it is good that many students have positive attitude towards mother tongue instruction in primary schools except some students. Thus, all stakeholders should further encourage students with good attitude and should work more on those students with negative attitude towards mother tongue instruction. ? Teachers should be committed to change the attitude of students regarding mother tongue (Wolaita language) instruction in primary schools of Wolaita zone. Teachers can do this by advising students to seize a good attitude towards mother tongue instruction. Teachers should properly manage the classroom so as to make the students concentrate on particular instruction. The concerned bodies like Wolaita Zone education department, district education offices to gather with schools should provide training for primary students to optimize their attitude towards mother tongue instruction. ? Teachers should select attractive teaching methods that are feasible for primary schools and teach students in a way that improve their perception towards mother tongue instruction. Teachers should encourage students to like their mother tongue instruction and to build their self confidence. Furthermore, there should be conducive environment that attract learners towards mother tongue instruction.\par
? It is better participating students in experience sharing with best performed schools in mother tongue( Wolaita language) instruction because they might be motivated and improve their thoughts regarding Wolaita language instruction. Students should also participate on mother tongue symposium so as to improve their feelings towards mother tongue instruction in primary schools.   
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\section[{Ph.D., © Copyright by Global Journals | Guidelines Handbook I}]{Ph.D., © Copyright by Global Journals | Guidelines Handbook I}\par
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\section[{MEMBER OF ASSOCIATION OF RESEARCH SOCIETY IN HUMAN SCIENCE (MARSHS)}]{MEMBER OF ASSOCIATION OF RESEARCH SOCIETY IN HUMAN SCIENCE (MARSHS)}\par
The ' MARSHS ' title is accorded to a selected professional after the approval of the Editor-in-Chief / Editorial Board Members/Dean.\par
The "MARSHS" is a dignified ornament which is accorded to a person's name viz. Dr. John E. Hall, Ph.D., MARSHS or William Walldroff, M.S., MARSHS.\par
MARSHS accrediting is an honor. It authenticates your research activities. Afterbecoming MARSHS, you can add 'MARSHS' title with your name as you use this recognition as additional suffix to your status. This will definitely enhance and add more value and repute to your name. You may use it on your professional Counseling Materials such as CV, Resume, Visiting Card and Name Plate etc. 
\section[{The following benefitscan be availed by you only for next three years from the date of certification.}]{The following benefitscan be availed by you only for next three years from the date of certification.}\par
MARSHS designated members are entitled to avail a 25\% discount while publishing their research papers (of a single author) in Global Journals Inc., if the same is accepted by our Editorial Board and Peer Reviewers. If you are a main author or coauthor of a group of authors, you will get discount of 10\%.\par
As MARSHS, you willbe given a renowned, secure and free professional email address with 30 GB of space e.g. johnhall@globaljournals.org. This will include Webmail, Spam Assassin, Email Forwarders,Auto-Responders, Email Delivery Route tracing, etc. 
\section[{© Copyright by Global Journals | Guidelines Handbook}]{© Copyright by Global Journals | Guidelines Handbook} 
\section[{III}]{III}\par
We shall provide you intimation regarding launching e-version of journal of your stream time to time.This may be utilized in your library for the enrichment of knowledge of your students as well as it can also be helpful for the concerned faculty members.\par
The MARSHS member can apply for approval, grading and certification of standards of their educational and Institutional Degrees to Open Association of Research, Society U.S.A.\par
Once you are designated as MARSHS, you may send us a scanned copy of all of your credentials. OARS will verify, grade and certify them. This will be based on your academic records, quality of research papers published by you, and some more criteria.\par
It is mandatory to read all terms and conditions carefully. 
\section[{IV}]{IV}\par
We shall provide you intimation regarding launching of of journal of your stream time to time. This may be utilized in your library for the enrichment of knowledge of your students as well as it can also be helpful for the concerned faculty members.\par
After nomination of your institution as "Institutional Fellow" and constantly functioning successfully for one year, we can consider giving recognition to your institute to function as Regional/Zonal office on our behalf. The board can also take up the additional allied activities for betterment after our consultation. 
\section[{The following entitlements are applicable to individual Fellows:}]{The following entitlements are applicable to individual Fellows:}\par
Open Association of Research Society, U.S.A (OARS) By-laws states that an individual Fellow may use the designations as applicable, or the corresponding initials. The Credentials of individual Fellow and Associate designations signify that the individual has gained knowledge of the fundamental concepts. One is magnanimous and proficient in an expertise course covering the professional code of conduct, and follows recognized standards of practice.\par
Open Association of Research Society (US)/ Global Journals Incorporation (USA), as described in Corporate Statements, are educational, research publishing and professional membership organizations. Achieving our individual Fellow or Associate status is based mainly on meeting stated educational research requirements.\par
Disbursement of 40\% Royalty earned through Global Journals : Researcher = 50\%, Peer Reviewer = 37.50\%, Institution = 12.50\% E.g. Out of 40\%, the 20\% benefit should be passed on to researcher, 15 \% benefit towards remuneration should be given to a reviewer and remaining 5\% is to be retained by the institution.\par
We shall provide print version of 12 issues of any three journals [as per your requirement] out of our 38 journals worth \$ 2376 USD. 
\section[{Other: The individual Fellow and Associate designations accredited by Open Association of Research Society (US) credentials signify guarantees following achievements:}]{Other: The individual Fellow and Associate designations accredited by Open Association of Research Society (US) credentials signify guarantees following achievements:}\par
? The professional accredited with Fellow honor, is entitled to various benefits viz. name, fame, honor, regular flow of income, secured bright future, social status etc. 
\section[{VI}]{VI} 
\section[{Figures}]{Figures}\par
Figures are supposed to be submitted as separate files. include a citation in the text for each figure using Arabic numbers, e.g., Fig.  {\ref 4}. Artwork must be submitted online in vector electronic form or by emailing it. 
\section[{Preparation of Eletronic Figures for Publication}]{Preparation of Eletronic Figures for Publication}\par
Although low-quality images are sufficient for review purposes, print publication requires high-quality images to prevent the final product being blurred or fuzzy. Submit (possibly by e-mail) EPS (line art) or TIFF (halftone/ photographs) files only. MS PowerPoint and Word Graphics are unsuitable for printed pictures. Avoid using pixel-oriented software. Scans (TIFF only) should have a resolution of at least 350 dpi (halftone) or 700 to 1100 dpi (line drawings). Please give the data for figures in black and white or submit a Color Work Agreement form. EPS files must be saved with fonts embedded (and with a TIFF preview, if possible).\par
For scanned images, the scanning resolution at final image size ought to be as follows to ensure good reproduction: line art: >650 dpi; halftones (including gel photographs): >350 dpi; figures containing both halftone and line images: >650 dpi.\par
Color charges: Authors are advised to pay the full cost for the reproduction of their color artwork. Hence, please note that if there is color artwork in your manuscript when it is accepted for publication, we would require you to complete and return a Color Work Agreement form before your paper can be published. Also, you can email your editor to remove the color fee after acceptance of the paper. 
\section[{Tips for writing a good quality Social Science Research Paper}]{Tips for writing a good quality Social Science Research Paper}\par
Techniques for writing a good quality homan social science research paper:\par
1. Choosing the topic: In most cases, the topic is selected by the interests of the author, but it can also be suggested by the guides. You can have several topics, and then judge which you are most comfortable with. This may be done by asking several questions of yourself, like "Will I be able to carry out a search in this area? Will I find all necessary resources to accomplish the search? Will I be able to find all information in this field area?" If the answer to this type of question is "yes," then you ought to choose that topic. In most cases, you may have to conduct surveys and visit several places. Also, you might have to do a lot of work to find all the rises and falls of the various data on that subject. Sometimes, detailed information plays a vital role, instead of short information. Evaluators are human: The first thing to remember is that evaluators are also human beings. They are not only meant for rejecting a paper. They are here to evaluate your paper. So present your best aspect. 
\section[{Think like evaluators:}]{Think like evaluators:}\par
If you are in confusion or getting demotivated because your paper may not be accepted by the evaluators, then think, and try to evaluate your paper like an evaluator. Try to understand what an evaluator wants in your research paper, and you will automatically have your answer. Make blueprints of paper: The outline is the plan or framework that will help you to arrange your thoughts. It will make your paper logical. But remember that all points of your outline must be related to the topic you have chosen. 
\section[{Ask your guides:}]{Ask your guides:}\par
If you are having any difficulty with your research, then do not hesitate to share your difficulty with your guide (if you have one). They will surely help you out and resolve your doubts. If you can't clarify what exactly you require for your work, then ask your supervisor to help you with an alternative. He or she might also provide you with a list of essential readings. 
\section[{Use of computer is recommended:}]{Use of computer is recommended:}\par
As you are doing research in the field of homan social science then this point is quite obvious. Use right software: Always use good quality software packages. If you are not capable of judging good software, then you can lose the quality of your paper unknowingly. There are various programs available to help you which you can get through the internet. 
\section[{Use the internet for help:}]{Use the internet for help:}\par
An excellent start for your paper is using Google. It is a wondrous search engine, where you can have your doubts resolved. You may also read some answers for the frequent question of how to write your research paper or find a model research paper. You can download books from the internet. If you have all the required books, place importance on reading, selecting, and analyzing the specified information. Then sketch out your research paper. Use big pictures: You may use encyclopedias like Wikipedia to get pictures with the best resolution. At Global Journals, you should strictly follow here. 
\section[{Adding unnecessary information:}]{Adding unnecessary information:}\par
Do not add unnecessary information like have used MS Excel to draw graphs." Irrelevant and inappropriate material is superfluous. Foreign terminology and phrases are not apropos. One should never take a broad view. Analogy is like feathers on a snake. Use words properly, regardless of how others use them. Remove quotations. Puns are for kids, not grunt readers. Never oversimplify: When adding material to your research paper, never go for oversimplification; this will definitely irritate the evaluator. Be specific. Never use rhythmic redundancies. Contractions shouldn't be used in a research paper. Comparisons are as terrible as clichés. Give up ampersands, abbreviations, and so on. Remove commas that are not necessary. Parenthetical words should be between brackets or commas. Understatement is always the best way to put forward earth-shaking thoughts. Give a detailed literary review. 
\section[{Report concluded results:}]{Report concluded results:}\par
Use concluded results. From raw data, filter the results, and then conclude your studies based on measurements and observations taken. An appropriate number of decimal places should be used. Parenthetical remarks are prohibited here. Proofread carefully at the final stage. At the end, give an outline to your arguments. Spot perspectives of further study of the subject. Justify your conclusion at the bottom sufficiently, which will probably include examples. 
\section[{Upon conclusion:}]{Upon conclusion:}\par
Once you have concluded your research, the next most important step is to present your findings. Presentation is extremely important as it is the definite medium though which your research is going to be in print for the rest of the crowd. Care should be taken to categorize your thoughts well and present them in a logical and neat manner. A good quality research paper format is essential because it serves to highlight your research paper and bring to light all necessary aspects of your research.\par
. 
\section[{Informal Guidelines of Research Paper Writing}]{Informal Guidelines of Research Paper Writing} 
\section[{Key points to remember:}]{Key points to remember:}\par
? Submit all work in its final form.\par
? Write your paper in the form which is presented in the guidelines using the template.\par
? Please note the criteria peer reviewers will use for grading the final paper. 
\section[{Final points:}]{Final points:}\par
One purpose of organizing a research paper is to let people interpret your efforts selectively. The journal requires the following sections, submitted in the order listed, with each section starting on a new page:\par
The introduction: This will be compiled from reference matter and reflect the design processes or outline of basis that directed you to make a study. As you carry out the process of study, the method and process section will be constructed like that. The results segment will show related statistics in nearly sequential order and direct reviewers to similar intellectual paths throughout the data that you gathered to carry out your study. 
\section[{The discussion section:}]{The discussion section:}\par
This will provide understanding of the data and projections as to the implications of the results. The use of good quality references throughout the paper will give the effort trustworthiness by representing an alertness to prior workings.\par
Writing a research paper is not an easy job, no matter how trouble-free the actual research or concept. Practice, excellent preparation, and controlled record-keeping are the only means to make straightforward progression. 
\section[{General style:}]{General style:}\par
Specific editorial column necessities for compliance of a manuscript will always take over from directions in these general guidelines.\par
To make a paper clear: Adhere to recommended page limits. 
\section[{XIV © Copyright by Global Journals | Guidelines Handbook}]{XIV © Copyright by Global Journals | Guidelines Handbook}\par
Mistakes to avoid:\par
? Insertion of a title at the foot of page with subsequent text on the next page.\par
? Separating a table, chart, or figure-confine each to a single page.\par
? Submitting a manuscript with pages out of sequence.\par
? In every section of your document, use standard writing style, including articles ("a" and "the").\par
? Keep paying attention to the topic of the paper.\par
? Use paragraphs to split each significant point (excluding the abstract).\par
? Align the primary line of each section.\par
? Present your points in sound order.\par
? Use present tense to report well-accepted matters.\par
? Use past tense to describe specific results.\par
? Do not use familiar wording; don't address the reviewer directly. Don't use slang or superlatives.\par
? Avoid use of extra pictures-include only those figures essential to presenting results. 
\section[{Title page:}]{Title page:}\par
Choose a revealing title. It should be short and include the name(s) and address(es) of all authors. It should not have acronyms or abbreviations or exceed two printed lines.\par
Abstract: This summary should be two hundred words or less. It should clearly and briefly explain the key findings reported in the manuscript and must have precise statistics. It should not have acronyms or abbreviations. It should be logical in itself. Do not cite references at this point.\par
An abstract is a brief, distinct paragraph summary of finished work or work in development. In a minute or less, a reviewer can be taught the foundation behind the study, common approaches to the problem, relevant results, and significant conclusions or new questions.\par
Write your summary when your paper is completed because how can you write the summary of anything which is not yet written? Wealth of terminology is very essential in abstract. Use comprehensive sentences, and do not sacrifice readability for brevity; you can maintain it succinctly by phrasing sentences so that they provide more than a lone rationale. The author can at this moment go straight to shortening the outcome. Sum up the study with the subsequent elements in any summary. Try to limit the initial two items to no more than one line each.\par
Reason for writing the article-theory, overall issue, purpose. 
\section[{? Fundamental goal.}]{? Fundamental goal.}\par
? To-the-point depiction of the research.\par
? Consequences, including definite statistics-if the consequences are quantitative in nature, account for this; results of any numerical analysis should be reported. Significant conclusions or questions that emerge from the research. 
\section[{Approach:}]{Approach:}\par
o Single section and succinct. o An outline of the job done is always written in past tense. o Concentrate on shortening results-limit background information to a verdict or two. o Exact spelling, clarity of sentences and phrases, and appropriate reporting of quantities (proper units, important statistics) are just as significant in an abstract as they are anywhere else. 
\section[{Introduction:}]{Introduction:}\par
The introduction should "introduce" the manuscript. The reviewer should be presented with sufficient background information to be capable of comprehending and calculating the purpose of your study without having to refer to other works. The basis for the study should be offered. Give the most important references, but avoid making a comprehensive appraisal of the topic. Describe the problem visibly. If the problem is not acknowledged in a logical, reasonable way, the reviewer will give no attention to your results. Speak in common terms about techniques used to explain the problem, if needed, but do not present any particulars about the protocols here. 
\section[{© Copyright by Global Journals | Guidelines Handbook}]{© Copyright by Global Journals | Guidelines Handbook} 
\section[{XV}]{XV}\par
The following approach can create a valuable beginning:\par
o Explain value (significance) of the study. o Defend the model-why did you employ this particular system or method? What is its compensation? Remark upon its appropriateness from an abstract point of view as well as pointing out sensible reasons for using it. o Present a justification. State your particular theory(-ies) or aim(s), and describe the logic that led you to choose them. o Briefly explain the study's tentative purpose and how it meets the declared objectives. 
\section[{Approach:}]{Approach:}\par
Use past tense except for when referring to recognized facts. After all, the manuscript will be submitted after the entire job is done. Sort out your thoughts; manufacture one key point for every section. If you make the four points listed above, you will need at least four paragraphs. Present surrounding information only when it is necessary to support a situation. The reviewer does not desire to read everything you know about a topic. Shape the theory specifically-do not take a broad view.\par
As always, give awareness to spelling, simplicity, and correctness of sentences and phrases. 
\section[{Procedures (methods and materials):}]{Procedures (methods and materials):}\par
This part is supposed to be the easiest to carve if you have good skills. A soundly written procedures segment allows a capable scientist to replicate your results. Present precise information about your supplies. The suppliers and clarity of reagents can be helpful bits of information. Present methods in sequential order, but linked methodologies can be grouped as a segment. Be concise when relating the protocols. Attempt to give the least amount of information that would permit another capable scientist to replicate your outcome, but be cautious that vital information is integrated. The use of subheadings is suggested and ought to be synchronized with the results section.\par
When a technique is used that has been well-described in another section, mention the specific item describing the way, but draw the basic principle while stating the situation. The purpose is to show all particular resources and broad procedures so that another person may use some or all of the methods in one more study or referee the scientific value of your work. It is not to be a step-by-step report of the whole thing you did, nor is a methods section a set of orders. 
\section[{Materials:}]{Materials:}\par
Materials may be reported in part of a section or else they may be recognized along with your measures. 
\section[{Methods:}]{Methods:}\par
o Report the method and not the particulars of each process that engaged the same methodology. o Describe the method entirely. o To be succinct, present methods under headings dedicated to specific dealings or groups of measures. o Simplify-detail how procedures were completed, not how they were performed on a particular day. o If well-known procedures were used, account for the procedure by name, possibly with a reference, and that's all. 
\section[{Approach:}]{Approach:}\par
It is embarrassing to use vigorous voice when documenting methods without using first person, which would focus the reviewer's interest on the researcher rather than the job. As a result, when writing up the methods, most authors use third person passive voice.\par
Use standard style in this and every other part of the paper-avoid familiar lists, and use full sentences. 
\section[{What to keep away from:}]{What to keep away from:}\par
o Resources and methods are not a set of information. o Skip all descriptive information and surroundings-save it for the argument. o Leave out information that is immaterial to a third party. 
\section[{XVI © Copyright by Global Journals | Guidelines Handbook}]{XVI © Copyright by Global Journals | Guidelines Handbook} 
\section[{Results:}]{Results:}\par
The principle of a results segment is to present and your conclusion. Create this part as entirely objective details of the outcome, and save all understanding for the discussion.\par
The page length of this segment is set by the sum and types of data to be reported. Use statistics and tables, if suitable, to present consequences most efficiently. You must clearly differentiate material which would usually be incorporated in a study editorial from any unprocessed data or additional appendix matter that would not be available. In fact, such matters should not be submitted at all except if requested by the instructor. o Never confuse figures with tables-there is a difference. 
\section[{Content}]{Content} 
\section[{Approach:}]{Approach:}\par
As always, use past tense when you submit your results, and put the whole thing in a reasonable order.\par
Put figures and tables, appropriately numbered, in order at the end of the report.\par
If you desire, you may place your figures and tables properly within the text of your results section. 
\section[{Figures and tables:}]{Figures and tables:}\par
If you put figures and tables at the end of some details, make certain that they are visibly distinguished from any attached appendix materials, such as raw facts. Whatever the position, each table must be titled, numbered one after the other, and include a heading. All figures and tables must be divided from the text.\par
o You may propose future guidelines, such as how an experiment might be personalized to accomplish a new idea. o Give details of all of your remarks as much as possible, focusing on mechanisms. o Make a decision as to whether the tentative design sufficiently addressed the theory and whether or not it was correctly restricted. Try to present substitute explanations if they are sensible alternatives. o One piece of research will not counter an overall question, so maintain the large picture in mind. Where do you go next? The best studies unlock new avenues of study. What questions remain? o Recommendations for detailed papers will offer supplementary suggestions. 
\section[{Approach:}]{Approach:}\par
When you refer to information, differentiate data generated by your own studies from other available information. Present work done by specific persons (including you) in past tense.\par
Describe generally acknowledged facts and main beliefs in present tense. 
\section[{The Administration Rules}]{The Administration Rules}\par
Administration Rules to Be Strictly Followed before Submitting Your Research Paper to Global Journals Inc.\par
Please read the following rules and regulations carefully before submitting your research paper to Global Journals Inc. to avoid rejection.\par
Segment draft and final research paper: You have to strictly follow the template of a research paper, failing which your paper may get rejected. You are expected to write each part of the paper wholly on your own. The peer reviewers need to identify your own perspective of the concepts in your own terms. Please do not extract straight from any other source, and do not rephrase someone else's analysis. Do not allow anyone else to proofread your manuscript.\par
Written material: You may discuss this with your guides and key sources. Do not copy anyone else's paper, even if this is only imitation, otherwise it will be rejected on the grounds of plagiarism, which is illegal. Various methods to avoid plagiarism are strictly applied by us to every paper, and, if found guilty, you may be blacklisted, which could affect your career adversely. To guard yourself and others from possible illegal use, please do not permit anyone to use or even read your paper and file.\begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-2.png}
\caption{\label{fig_4}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-3.png}
\caption{\label{fig_6}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-4.png}
\caption{\label{fig_7}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-5.png}
\caption{\label{fig_9}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{-} \par 
\begin{longtable}{P{0.18235638921453692\textwidth}P{0.4484173505275498\textwidth}P{0.06078546307151231\textwidth}P{0.0817116060961313\textwidth}P{0.03089097303634232\textwidth}P{0.022919109026963657\textwidth}P{0.022919109026963657\textwidth}}
SN\tabcellsep \tabcellsep SA\tabcellsep A\tabcellsep UD\tabcellsep D\tabcellsep SD\\
\tabcellsep Items\tabcellsep f\tabcellsep f\tabcellsep f\tabcellsep f\tabcellsep f\\
\tabcellsep \tabcellsep \%\tabcellsep \%\tabcellsep \%\tabcellsep \%\tabcellsep \%\\
1.1\tabcellsep I am very interested to learn in Wolaita language\tabcellsep 68.75 11\tabcellsep 25 4\tabcellsep -\tabcellsep -\tabcellsep -\\
\multicolumn{2}{l}{1.2. I like asking and responding questions in Wolaita}\tabcellsep 13\tabcellsep 4\tabcellsep -\tabcellsep \tabcellsep \\
\tabcellsep language\tabcellsep 81.25\tabcellsep 25\tabcellsep \tabcellsep -\tabcellsep -\\
1.3\tabcellsep Learning in Wolaita language helps me score better result.\tabcellsep 12 75\tabcellsep 4 25\tabcellsep 3 5 18.7\tabcellsep -\tabcellsep -\\
\multicolumn{2}{l}{1.4. Iam happy to speak and write in Wolaita language.}\tabcellsep 93.75 15\tabcellsep 25 4\tabcellsep -\tabcellsep -\tabcellsep -\\
1.5\tabcellsep I want Wolaita language to be the official language in my\tabcellsep 12\tabcellsep 4\tabcellsep -\tabcellsep -\tabcellsep 1\\
\tabcellsep school.\tabcellsep 75\tabcellsep 25\tabcellsep \tabcellsep \tabcellsep 6.25\\
\multicolumn{2}{l}{1.6. I like teachers who teach in MT( Wolaita language)}\tabcellsep 12 75\tabcellsep 4 25\tabcellsep -\tabcellsep 1 6.25\tabcellsep -\\
1.7\tabcellsep I think that MT (Wolaita language) is my identity.\tabcellsep 9 56.25\tabcellsep 5 31.25\tabcellsep 2 12.5\tabcellsep -\tabcellsep -\\
1.8\tabcellsep I am pleased to use MT (Wolaita language) when\tabcellsep 11\tabcellsep 5\tabcellsep -\tabcellsep -\tabcellsep \\
\tabcellsep discussing in classroom with my friends.\tabcellsep 68.75\tabcellsep 3.25\tabcellsep \tabcellsep \tabcellsep -\\
1.9\tabcellsep I feel comport when learning in MT (Wolaita language).\tabcellsep 12 75\tabcellsep 1 6.25\tabcellsep 2 12.5\tabcellsep 1 6.25\tabcellsep 1 6.25\\
\tabcellsep \multicolumn{6}{l}{f=frequency \%=percentage SA: Strongly Agree =5 AG: Agree =4 UD: Undecided=3}\\
\tabcellsep \tabcellsep \tabcellsep \multicolumn{4}{l}{DS: Disagree=2 SD: Strongly Disagree=1}\end{longtable} \par
 
\caption{\label{tab_0}Table - 1}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.85\textwidth}}
evaluate learners effectively in classroom (P12,\\
P13,P,15\&p16).\\
Year 2018\\
Volume XVIII Issue III Version I\\
G )\\
(\\
Global Journal of Human Social Science -\\
© 2018 Global Journals\end{longtable} \par
 
\caption{\label{tab_1}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.85\textwidth}}
What to stay away from:\\
o\end{longtable} \par
 
\caption{\label{tab_3}:}\end{figure}
 			\footnote{Appraising Students' Feelings Concerning Wolaita Language Education in Wolaita Zone, Ethiopia:Focus in Grades 7 and 8} 			\footnote{© Copyright by Global Journals | Guidelines Handbook} 			\footnote{© Copyright by Global Journals | Guidelines HandbookV} 		 		\backmatter   			 
\subsection[{Acknowledgments}]{Acknowledgments}\par
Contributors to the research other than authors credited should be mentioned in Acknowledgments. The source of funding for the research can be included. Suppliers of resources may be mentioned along with their addresses. 
\subsection[{Declaration of funding sources}]{Declaration of funding sources}\par
Global Journals is in partnership with various universities, laboratories, and other institutions worldwide in the research domain. Authors are requested to disclose their source of funding during every stage of their research, such as making analysis, performing laboratory operations, computing data, and using institutional resources, from writing an article to its submission. This will also help authors to get reimbursements by requesting an open access publication letter from Global Journals and submitting to the respective funding source. 			  			 
\subsection[{Auxiliary Memberships}]{Auxiliary Memberships}\par
Institutional Fellow of Open Association of Research Society (USA) -OARS (USA) Journals Incorporation (USA) is accredited by Open Association of Research Society, U.S.A (OARS) and in turn, affiliates research institutions as "Institutional Fellow of Open Association of Research Society" (IFOARS). The "FARSC" is a dignified title which is accorded to a person's name viz. Dr. John E. Hall, Ph.D., FARSC or William Walldroff, M.S., FARSC.\par
The IFOARS institution is entitled to form a Board comprised of one Chairperson and three to five board members preferably from different streams. The Board will be recognized as "Institutional Board of Open Association of Research Society"-(IBOARS). 
\subsection[{The Institute will be entitled to following benefits:}]{The Institute will be entitled to following benefits:}\par
The IBOARS can initially review research papers of their institute and recommend them to publish with respective journal of Global Journals. It can also review the papers of other institutions after obtaining our consent. The second review will be done by peer reviewer of Global Journals Incorporation (USA) The Board is at liberty to appoint a peer reviewer with the approval of chairperson after consulting us. The author fees of such paper may be waived off up to 40\%.\par
The Global Journals Incorporation (USA) at its discretion can also refer double blind peer reviewed paper at their end to the board for the verification and to get recommendation for final stage of acceptance of publication.\par
The IBOARS can organize symposium/seminar/conference in their country on behalf of Global Journals Incorporation (USA)-OARS (USA). The terms and conditions can be discussed separately.\par
The Board can play vital role by exploring and giving valuable suggestions regarding the Standards of "Open Association of Research Society, U.S.A (OARS)" so that proper amendment can take place for the benefit of entire research community. We shall provide details of particular standard only on receipt of request from the Board.\par
The board members can also join us as Individual Fellow with 40\% discount on total fees applicable to Individual Fellow. They will be entitled to avail all the benefits as declared. Please visit Individual Fellow-sub menu of GlobalJournals.org to have more relevant details. 
\subsection[{Note :}]{Note :}\par
? ? ? In addition to above, if one is single then entitled to 40\% discount on publishing research paper and can get 10\%discount if one is co-author or main author among group of authors. ? The Fellow can organize symposium/seminar/conference on behalf of Global Journals Incorporation (USA) and he/she can also attend the same organized by other institutes on behalf of Global Journals. ? The Fellow can become member of Editorial Board Member after completing 3yrs. ? The Fellow can earn 60\% of sales proceeds from the sale of reference/review books/literature/publishing of research paper. ? Fellow can also join as paid peer reviewer and earn 15\% remuneration of author charges and can also get an opportunity to join as member of the Editorial Board of Global Journals Incorporation (USA) ? ? This individual has learned the basic methods of applying those concepts and techniques to common challenging situations. This individual has further demonstrated an in-depth understanding of the application of suitable techniques to a particular area of research practice.\par
? In future, if the board feels the necessity to change any board member, the same can be done with the consent of the chairperson along with anyone board member without our approval.\par
? In case, the chairperson needs to be replaced then consent of 2/3rd board members are required and they are also required to jointly pass the resolution copy of which should be sent to us. In such case, it will be compulsory to obtain our approval before replacement.\par
? In case of "Difference of Opinion [if any]" among the Board members, our decision will be final and binding to everyone. 
\subsection[{Declaration of Conflicts of Interest}]{Declaration of Conflicts of Interest}\par
It is required for authors to declare all financial, institutional, and personal relationships with other individuals and organizations that could influence (bias) their research. 
\subsection[{Policy on Plagiarism}]{Policy on Plagiarism}\par
Plagiarism is not acceptable in Global Journals submissions at all. Plagiarized content will not be considered for publication. We reserve the right to inform authors' institutions about plagiarism detected either before or after publication. If plagiarism is identified, we will follow COPE guidelines:\par
Authors are solely responsible for all the plagiarism that is found. The author must not fabricate, falsify or plagiarize existing research data. The following, if copied, will be considered plagiarism:\par
Preferred Author Guidelines  
\subsection[{Authorship Policies}]{Authorship Policies}\par
Global Journals follows the definition of authorship set up by the Open Association of Research Society, USA. According to its guidelines, authorship criteria must be based on: 
\subsection[{Preparing your Manuscript}]{Preparing your Manuscript}\par
Authors can submit papers and articles in an acceptable file format: MS Word (doc, docx), LaTeX (.tex, .zip or .rar including all of your files), Adobe PDF (.pdf), rich text format (.rtf), simple text document (.txt), Open Document Text (.odt), and Apple Pages (.pages). Our professional layout editors will format the entire paper according to our official guidelines. This is one of the highlights of publishing with Global Journals-authors should not be concerned about the formatting of their paper. Global Journals accepts articles and manuscripts in every major language, be it Spanish, Chinese, Japanese, Portuguese, Russian, French, German, Dutch, Italian, Greek, or any other national language, but the title, subtitle, and abstract should be in English. This will facilitate indexing and the pre-peer review process.\par
The following is the official style and template developed for publication of a research paper. Authors are not required to follow this style during the submission of the paper. It is just for reference purposes. 
\subsection[{© Copyright by Global Journals | Guidelines Handbook}]{© Copyright by Global Journals | Guidelines Handbook} 
\subsection[{IX}]{IX} 
\subsection[{Manuscript Style Instruction (Optional)}]{Manuscript Style Instruction (Optional)}\par
? Microsoft Word Document Setting Instructions.\par
Font type of all text should be Swis721 Lt BT. ? Page size: 8.27" x 11'", left margin: 0.65, right margin: 0.65, bottom margin: 0.75.\par
? Paper title should be in one column of font size 24.\par
? Author name in font size of 11 in one column.\par
? Abstract: font size 9 with the word "Abstract" in bold italics.\par
? Main text: font size 10 with two justified columns.\par
? Two columns with equal column width of 3.38 and spacing of 0.2.\par
? First character must be three lines drop-capped.\par
? The paragraph before spacing of 1 pt and after of 0 pt.\par
? Line spacing of 1 pt.\par
? Large images must be in one column.\par
? The names of first main headings (Heading 1) must be in Roman font, capital letters, and font size of 10.\par
? The names of second main headings (Heading 2) must not include numbers and must be in italics with a font size of 10. 
\subsection[{Structure and Format of Manuscript}]{Structure and Format of Manuscript}\par
The recommended size of an original research paper is under 15,000 words and review papers under 7,000 words. Research articles should be less than 10,000 words. Research papers are usually longer than review papers. Review papers are reports of significant research (typically less than 7,000 words, including tables, figures, and references) A research paper must include: a) A title which should be relevant to the theme of the paper. b) A summary, known as an abstract (less than 150 words), containing the major results and conclusions. c) Up to 10 keywords that precisely identify the paper's subject, purpose, and focus. d) An introduction, giving fundamental background objectives. e) Resources and techniques with sufficient complete experimental details (wherever possible by reference) to permit repetition, sources of information must be given, and numerical methods must be specified by reference. f) Results which should be presented concisely by well-designed tables and figures. g) Suitable statistical data should also be given. h) All data must have been gathered with attention to numerical detail in the planning stage.\par
Design has been recognized to be essential to experiments for a considerable time, and the editor has decided that any paper that appears not to have adequate numerical treatments of the data will be returned unrefereed. i) Discussion should cover implications and consequences and not just recapitulate the results; conclusions should also be summarized. j) There should be brief acknowledgments. k) There ought to be references in the conventional format. Global Journals recommends APA format.\par
Authors should carefully consider the preparation of papers to ensure that they communicate effectively. Papers are much more likely to be accepted if they are carefully designed and laid out, contain few or no errors, are summarizing, and follow instructions. They will also be published with much fewer delays than those that require much technical and editorial correction.\par
The Editorial Board reserves the right to make literary corrections and suggestions to improve brevity. 
\subsection[{Discussion:}]{Discussion:}\par
The discussion is expected to be the trickiest segment to write. A lot of papers submitted to the journal are discarded based on problems with the discussion. There is no rule for how long an argument should be.\par
Position your understanding of the outcome visibly to lead the reviewer through your conclusions, and then finish the paper with a summing up of the implications of the study. The purpose here is to offer an understanding of your results and support all of your conclusions, using facts from your research and generally accepted information, if suitable. The implication of results should be fully described.\par
Infer your data in the conversation in suitable depth. This means that when you clarify an observable fact, you must explain mechanisms that may account for the observation. If your results vary from your prospect, make clear why that may have happened. If your results agree, then explain the theory that the proof supported. It is never suitable to just state that the data approved the prospect, and let it drop at that. Make a decision as to whether each premise is supported or discarded or if you cannot make a conclusion with assurance. Do not just dismiss a study or part of a study as "uncertain." 			 			  				\begin{bibitemlist}{1}
\bibitem[Authors must accept the privacy policy, terms, and conditions of Global Journals]{b3}\label{b3} 	 		\textit{Authors must accept the privacy policy, terms, and conditions of Global Journals},  		 	 
\bibitem[Authors must go through the complete author guideline and understand and agree to Global Journals' ethics and code of conduct, along with author responsibilities]{b2}\label{b2} 	 		\textit{Authors must go through the complete author guideline and understand and agree to Global Journals' ethics and code of conduct, along with author responsibilities},  		 	 
\bibitem[Authors should submit paper in a ZIP archive if any supplementary files are required along with the paper]{b6}\label{b6} 	 		\textit{Authors should submit paper in a ZIP archive if any supplementary files are required along with the paper},  		 	 
\bibitem[Ensure corresponding author's email address and postal address are accurate and reachable]{b4}\label{b4} 	 		\textit{Ensure corresponding author's email address and postal address are accurate and reachable},  		 	 
\bibitem[Global Journals Guidelines Handbook ()]{b1}\label{b1} 	 		\textit{Global Journals Guidelines Handbook},  		 \url{www.GlobalJournals.org}  		2018.  	 
\bibitem[Manuscript submitted must not have been submitted or published elsewhere and all authors must be aware of the submission]{b7}\label{b7} 	 		\textit{Manuscript submitted must not have been submitted or published elsewhere and all authors must be aware of the submission},  		 	 
\bibitem[Manuscript to be submitted must include keywords, an abstract, a paper title, co-author(s') names and details (email address, name, phone number, and institution), figures and illustrations in vector format including appropriate captions, tables]{b5}\label{b5} 	 		\textit{Manuscript to be submitted must include keywords, an abstract, a paper title, co-author(s') names and details (email address, name, phone number, and institution), figures and illustrations in vector format including appropriate captions, tables},  		 	 	 (including titles and footnotes, a conclusion, results, acknowledgments and references) 
\bibitem[References Références Referencias Appraising Students' Feelings Concerning Wolaita Language Education in Wolaita Zone Ethiopia: Focus in Grades]{b0}\label{b0} 	 		‘References Références Referencias Appraising Students' Feelings Concerning Wolaita Language Education in Wolaita Zone’.  	 	 		\textit{Ethiopia: Focus in Grades}  		7  (8) .  	 
\end{bibitemlist}
 			 		 	 
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