Dr. Merga Dinssa Eticha, DEd

Assistant Professor | Biology Education | Science Education

Dr. Merga Dinssa Eticha is an accomplished Assistant Professor and Biology Lecturer at Shambu College of Teacher Education with an extraordinary 29 years of dedicated service in science education across Ethiopia. Born in Sago, Oromia, Dr. Eticha has devoted his career to advancing biology education through innovative pedagogical approaches, curriculum development, and leadership in teacher education. With a Doctor of Education (DEd) in Biology Education from Jimma University (2021-2025), Master of Education (M.Ed.) from Haramaya University (2005-2007), and Bachelor’s degree from Bahir Dar University (1998-2001), he brings comprehensive expertise in science education theory and practice. His research focuses on problem-solving methods, metacognitive scaffolding, conceptual change learning, and evidence-based instructional practices in biology education. Dr. Eticha has published three peer-reviewed articles in prestigious international journals including the Journal of Science Education and Technology (Springer) and Thinking Skills and Creativity, with two additional manuscripts currently under review. His innovative research on context-driven problem-solving methods with metacognitive scaffolding has demonstrated significant impact on student learning motivation, academic achievement, and conceptual understanding in biology. Currently serving as Biology Lecturer, Natural Sciences Stream Head, and Administrative Vice Dean at Shambu College of Teacher Education, he combines teaching excellence with administrative leadership and scholarly productivity. His 19 years in Colleges of Teacher Education and 10 years in high schools provide deep insights into the Ethiopian education system at multiple levels. As a peer reviewer for the Journal of Science Education and Technology and presenter at national research conferences, he contributes to the broader science education research community. His completion of advanced professional training in Grant Proposal Writing (2021) and Scientific Writing and Publication Ethics (2022) through Jimma University’s international collaborations demonstrates commitment to research excellence and scholarly integrity.

Professional Affiliations:

  • Assistant Professor, Shambu College of Teacher Education
  • Biology Lecturer, Natural Sciences Stream Head
  • Administrative Vice Dean, Shambu College of Teacher Education
  • Peer Reviewer, Journal of Science Education and Technology (Springer)
  • Member of Jimma University Research Community

Education

Doctor of Education (DEd) in Biology Education

Jimma University, Ethiopia
2021 – 2025 (Gregorian Calendar) / 2013 – 2017 (Ethiopian Calendar)
Specialization: Biology Education, Science Education Pedagogy, Problem-solving Methods, Metacognitive Scaffolding

Master of Education (M.Ed.) in Biology Education

Haramaya University, Ethiopia
2005 – 2007 (Gregorian Calendar) / 1997 – 1999 (Ethiopian Calendar)
Specialization: Biology Education, Science Teaching Methods, Curriculum Development

Bachelor’s Degree in Education

Bahir Dar University, Ethiopia
1998 – 2001 (Gregorian Calendar) / 1991 – 1993 (Ethiopian Calendar)
Major: Biology Education

Diploma in Education

Bahir Dar University, Ethiopia
1994 – 1996 (Gregorian Calendar) / 1987 – 1988 (Ethiopian Calendar)
Teacher Training Diploma

Secondary Education (Grades 9-12)

Amuru Secondary School, Ethiopia
1990 – 1994 (Gregorian Calendar) / 1983 – 1986 (Ethiopian Calendar)

Primary Education (Grades 1-8)

Alibo Primary School, Ethiopia
1982 – 1990 (Gregorian Calendar) / 1975 – 1982 (Ethiopian Calendar)

Research Focus

Dr. Merga Dinssa Eticha’s research addresses critical challenges in science education pedagogy, focusing on evidence-based instructional strategies that enhance student learning and teacher effectiveness. His primary research areas include:

  • Problem-Solving Methods in Biology Education: Development and implementation of context-driven problem-solving instructional approaches that connect biological concepts to students’ real-world experiences and local contexts
  • Metacognitive Scaffolding: Research on metacognitive support systems that help students become aware of their own thinking processes, plan learning strategies, monitor comprehension, and evaluate understanding in biology learning
  • Conceptual Change Learning: Investigation of how students’ pre-existing misconceptions about biological concepts can be effectively transformed into scientifically accurate understanding through targeted instructional interventions
  • Student Learning Motivation: Examination of factors that enhance intrinsic and extrinsic motivation for biology learning, including the role of problem-solving approaches, active learning, and relevance to students’ lives
  • Academic Achievement in Science Education: Research on evidence-based instructional practices that improve student performance, retention, and deep understanding of biological concepts
  • Teacher Instructional Practices: Study of how innovative pedagogical approaches influence and transform teachers’ classroom practices, assessment methods, and professional development
  • Science Education Technology: Application of educational technology and innovative teaching tools to enhance biology instruction and student engagement
  • Curriculum Development and Implementation: Research on effective curriculum design, adaptation, and implementation strategies for biology education in Ethiopian contexts
  • Teacher Education and Professional Development: Investigation of effective approaches for preparing pre-service teachers and supporting in-service teachers in adopting evidence-based instructional practices
  • Context-Responsive Pedagogy: Development of culturally and contextually appropriate teaching methods that address the specific needs, resources, and contexts of Ethiopian schools and students

Experience

Biology Lecturer, Natural Sciences Stream Head & Administrative Vice Dean

Shambu College of Teacher Education, Oromia, Ethiopia
2010 (Gregorian Calendar) – Present / 2003 (Ethiopian Calendar) – Present

Dr. Eticha currently holds a triple role at Shambu College of Teacher Education, serving as Biology Lecturer teaching undergraduate courses in biological sciences and science education methods, Natural Sciences Stream Head coordinating all natural science programs including biology, chemistry, physics, and mathematics, and Administrative Vice Dean overseeing academic administration, quality assurance, faculty development, and institutional planning. In his teaching role, he prepares and delivers lectures, develops curriculum materials, supervises student teachers, conducts assessments, and mentors students. As Stream Head, he coordinates departmental activities, facilitates curriculum review, organizes professional development for science faculty, and ensures quality standards across natural science programs. As Administrative Vice Dean, he contributes to strategic planning, policy development, budget management, and institutional governance. This multifaceted role demonstrates his leadership capabilities and comprehensive understanding of teacher education.

Biology Instructor

Robe College of Teacher Education, Ethiopia
2009 – 2010 (Gregorian Calendar) / 1/7/2001 – 30/2/2003 (Ethiopian Calendar)

At Robe College of Teacher Education, Dr. Eticha taught biology courses to pre-service teachers, contributed to program development, and gained valuable experience in teacher preparation that informed his subsequent career advancement and research interests.

Biology Teacher & Department Head

Gida High School, Ethiopia
2001 – 2009 (Gregorian Calendar) / 1/11/93 – 30/06/2001 (Ethiopian Calendar)

During this extended eight-year tenure, Dr. Eticha taught biology to secondary school students while simultaneously serving as Department Head, coordinating science teachers, developing curriculum materials, organizing laboratory activities, and contributing to school improvement initiatives. This experience provided deep insights into secondary-level biology education that inform his current work in teacher preparation.

Biology Teacher

Guliso High School, Ethiopia
1997 – 1998 (Gregorian Calendar) / 1/11/88 – 30/12/90 (Ethiopian Calendar)

Dr. Eticha began his teaching career immediately after completing his Diploma, teaching biology at Guliso High School and developing foundational pedagogical skills that launched his distinguished career in education.

Research Timeline

2021 – 2025: DEd Studies in Biology Education, Jimma University

2010 – Present: Biology Lecturer, Natural Sciences Stream Head & Administrative Vice Dean, Shambu College of Teacher Education

2009 – 2010: Biology Instructor, Robe College of Teacher Education

2005 – 2007: M.Ed. Studies in Biology Education, Haramaya University

2001 – 2009: Biology Teacher & Department Head, Gida High School

1998 – 2001: Bachelor’s Degree Studies, Bahir Dar University

1997 – 1998: Biology Teacher, Guliso High School

1994 – 1996: Diploma Studies, Bahir Dar University

1990 – 1994: Secondary Education, Amuru Secondary School

1982 – 1990: Primary Education, Alibo Primary School

Total Service: 29 years of teaching experience (19 years in Colleges of Teacher Education, 10 years in High Schools)

Publication

Peer-Reviewed Journal Articles

Eticha, M. D., Hunde, A. B., & Ketema, T. (2024). Designing a context-driven problem-solving method with metacognitive scaffolding experience intervention for biology instruction. Journal of Science Education and Technology, 33(6), 811–822.

Eticha, M. D., Hunde, A. B., & Ketema, T. (2025). Application of a designed problem-solving method with metacognitive scaffolding in biology instruction to enhance students’ learning motivation and academic achievement. Journal of Education, 205(4), 315–329.

Eticha, M. D., Hunde, A. B., & Ketema, T. (2025). The role of a designed problem-solving method with metacognitive scaffolding on students’ conceptual change learning and teachers’ instructional practices in biology. Thinking Skills and Creativity, Article 102033.

Manuscripts Under Review

Two manuscripts are currently under review for publication (specific titles and journals not provided in the CV).

Conference Presentations

Eticha, M. D. Research presentation at Jimma University Research Conference (JURC 2025), Jimma University, Ethiopia, 2025.

Eticha, M. D. Research presentation at First Annual Research Symposium of Shambu College of Teacher Education, Shambu, Ethiopia, 2024.

Research Impact

Dr. Merga Dinssa Eticha’s research makes significant contributions to science education theory and practice, particularly in the Ethiopian context where evidence-based pedagogical innovations are critically needed. His publication in the Journal of Science Education and Technology, a prestigious Springer journal with international readership, ensures global visibility of his work and positions Ethiopian science education research within international scholarly conversations. His development of a context-driven problem-solving method with metacognitive scaffolding represents a significant pedagogical innovation that addresses the specific needs of Ethiopian students while drawing on international best practices in science education. His research demonstrates that this innovative approach significantly enhances students’ learning motivation, addressing a critical challenge in Ethiopian schools where student engagement and persistence in science subjects remain concerns. His evidence that the intervention improves academic achievement provides empirical support for policy changes and resource allocation toward evidence-based instructional practices. His investigation of conceptual change learning addresses fundamental challenges in biology education, where students’ misconceptions about biological processes, evolution, genetics, and other core concepts often persist despite instruction. His research on how the intervention influences teachers’ instructional practices has cascading impact, as transformed teaching approaches benefit not only students in the study but future cohorts of students these teachers will instruct. His publication in Thinking Skills and Creativity, a journal focused on higher-order thinking, connects his work to broader conversations about developing students’ cognitive capabilities beyond rote memorization. His research addresses equity concerns, as improved instructional methods particularly benefit students who may lack resources for private tutoring or supplementary materials. His presentation at Jimma University Research Conference (JURC 2025) disseminates findings to the Ethiopian research community, facilitating adoption by other teacher educators and researchers. His presentation at Shambu College’s First Annual Research Symposium contributes to building research culture within his institution. His service as peer reviewer for Journal of Science Education and Technology indicates recognition of his expertise by the international science education research community. His work provides empirical foundation for curriculum reform, teacher professional development programs, and textbook development in Ethiopian biology education.

Innovation & Intellectual Property

Dr. Merga Dinssa Eticha’s primary innovation is the development of a context-driven problem-solving method with metacognitive scaffolding for biology instruction. This pedagogical innovation represents a systematic approach to teaching that integrates multiple evidence-based practices into a coherent instructional framework. The context-driven component ensures that biological concepts are taught through problems and examples relevant to Ethiopian students’ daily experiences, local environments, and cultural contexts, making abstract scientific concepts more accessible and meaningful. The problem-solving method provides structured approaches for students to engage actively with biological content, developing scientific reasoning and inquiry skills rather than passively receiving information. The metacognitive scaffolding component provides systematic support for students to become aware of their own thinking processes, plan their learning strategies, monitor their comprehension, and evaluate their understanding, thereby developing learning skills that transfer beyond biology to other subjects and lifelong learning. The innovation addresses multiple challenges simultaneously—low motivation, poor achievement, persistent misconceptions, and ineffective teaching practices—through a single integrated intervention, demonstrating efficiency and practical feasibility for resource-constrained Ethiopian schools. While not protected through patents or commercial licensing, this pedagogical innovation constitutes valuable intellectual property that could be disseminated through teacher training programs, curriculum materials, professional development workshops, and policy guidelines. His completion of Grant Proposal Writing training (2021) positions him to seek funding for scaling up the intervention across multiple schools and regions. His training in Scientific Writing and Publication Ethics (2022) ensures that his innovations are disseminated through high-quality publications that meet international standards. Future intellectual property development could include the creation of teacher guides, student workbooks, assessment instruments, and multimedia resources that operationalize the problem-solving method with metacognitive scaffolding for widespread adoption in Ethiopian biology classrooms.

Research Projects & Funding

While the provided CV does not include detailed information about externally funded research projects, Dr. Eticha’s doctoral research (2021-2025) at Jimma University represents a significant research project involving design, implementation, and evaluation of an instructional intervention across multiple schools. His DEd research likely involved institutional support from Jimma University including access to research facilities, supervisory expertise, and possibly research allowances for data collection expenses. His completion of Grant Proposal Writing training in 2021, organized by Jimma University in collaboration with international partners, indicates preparation for securing external research funding and suggests awareness of funding opportunities from Ethiopian government agencies, international development organizations, and research foundations. His training in Scientific Writing and Publication Ethics (2022), also through Jimma University’s international partnerships, represents capacity-building investment that enhances his competitiveness for future research grants. His current position as Administrative Vice Dean at Shambu College may provide access to institutional research funds for faculty development and scholarly activities. His research collaboration with Dr. Adula Bekele Hunde from Oslo University and Prof. Tsige Ketema from Jimma University suggests potential for international collaborative research projects that could attract funding from Norwegian development agencies, European research programs, or bilateral research agreements. His presentation at national research conferences indicates engagement with research funding agencies and potential exposure to funding opportunities. As he advances in his career, his publication record and demonstrated research productivity position him well for securing competitive research grants from sources such as the Ethiopian Ministry of Science and Higher Education, African Union research programs, UNESCO education initiatives, or international development agencies supporting education in Africa. This section can be expanded as information about specific funded projects becomes available.

Conference Contributions

Dr. Merga Dinssa Eticha has contributed to the dissemination of research findings through presentations at significant academic conferences in Ethiopia. His presentation at the Jimma University Research Conference (JURC 2025) represents engagement with one of Ethiopia’s premier research universities and contribution to the national conversation on education research. JURC brings together researchers from across Ethiopia and international collaborators, providing a platform for sharing innovative research with diverse academic audiences including education researchers, policymakers, and university administrators. His presentation at the First Annual Research Symposium of Shambu College of Teacher Education (2024) demonstrates leadership in building research culture within his own institution. As a senior faculty member and Administrative Vice Dean, his research presentation at the institutional symposium models scholarly productivity for junior colleagues and pre-service teachers, encouraging research engagement across the college community. This institutional symposium likely brought together faculty, students, and educational stakeholders from the region, providing opportunities for feedback, collaboration, and dissemination of research findings to local educators who can implement evidence-based practices. His conference presentations complement his journal publications by enabling direct interaction with audiences, facilitating discussion of methodological details, addressing questions about implementation challenges, and building research networks. These presentations may lead to future research collaborations, invitations for additional presentations, or opportunities to contribute to multi-institutional research projects. As his research program develops, he may present at international conferences such as the African Conference on Research in Chemical Education (ACRICE), International Seminar on Science Education, or global science education conferences organized by associations like NARST (National Association for Research in Science Teaching) or ESERA (European Science Education Research Association), further expanding the reach and impact of his work.

Academic Excellence

Dr. Merga Dinssa Eticha has demonstrated sustained academic excellence throughout his extended educational journey and professional career. His completion of a Doctor of Education (DEd) from Jimma University, one of Ethiopia’s leading research universities, represents the highest academic achievement in his field and demonstrates sustained scholarly commitment over four years of advanced doctoral study. His Master of Education (M.Ed.) from Haramaya University, another prestigious Ethiopian institution, provided advanced preparation in biology education pedagogy and research methods. His Bachelor’s degree from Bahir Dar University, one of Ethiopia’s oldest and most respected universities, provided a strong foundation in biological sciences and education. His progression through Diploma, Bachelor’s, Master’s, and Doctoral degrees while simultaneously maintaining teaching and administrative responsibilities demonstrates exceptional dedication and work capacity. His publication of three peer-reviewed articles in international journals including Journal of Science Education and Technology (Springer) and Thinking Skills and Creativity represents extraordinary achievement for an educator based at a regional college in Ethiopia, overcoming challenges of limited research resources, library access, and connectivity that researchers at well-resourced universities take for granted. His appointment as peer reviewer for Journal of Science Education and Technology indicates recognition by the international editorial community of his expertise and judgment in evaluating science education research. His completion of advanced professional training in Grant Proposal Writing and Scientific Writing and Publication Ethics through Jimma University’s international collaborations demonstrates commitment to research excellence and adherence to global scholarly standards. His 29 years of continuous service in education, including 19 years in teacher education, reflects sustained commitment to the profession despite challenges and limited resources common in Ethiopian education. His progression from classroom teacher to department head to college lecturer to stream head to administrative vice dean represents steady career advancement through demonstrated excellence in teaching, leadership, and scholarship. His trilingual capabilities in Afan Oromo, English, and Amharic enable him to serve diverse student populations and access scholarly literature in multiple languages. His active engagement in reading and visiting natural and historical places reflects intellectual curiosity and commitment to lifelong learning beyond formal education.

Societal & Industry Contribution

Dr. Merga Dinssa Eticha’s work makes profound contributions to educational quality, teacher preparation, and human capital development in Ethiopia and the broader East African region. His 29 years of teaching experience have directly impacted thousands of students across primary schools, secondary schools, and colleges of teacher education, shaping their understanding of biological sciences and scientific literacy. His 19 years in teacher education represents particularly high-impact contribution, as the pre-service teachers he prepares go on to teach thousands of students throughout their careers, creating a multiplier effect that extends his influence across the Ethiopian education system. His role as Natural Sciences Stream Head at Shambu College ensures quality across all natural science programs including biology, chemistry, physics, and mathematics, strengthening the preparation of science teachers in the region. His position as Administrative Vice Dean contributes to institutional governance, quality assurance, and strategic planning that benefits the entire college community. His research on problem-solving methods with metacognitive scaffolding provides practical, evidence-based instructional strategies that can be adopted by biology teachers across Ethiopia, improving educational quality without requiring expensive resources or infrastructure. His development of context-driven approaches that connect biological concepts to local Ethiopian contexts makes science education more relevant and accessible to students, potentially increasing science literacy and encouraging students to pursue science careers. His research on enhancing learning motivation addresses critical challenges of student disengagement and dropout rates in Ethiopian schools, with implications for educational equity and social mobility. His investigation of conceptual change learning contributes to addressing misconceptions that may have public health, agricultural, and environmental implications when students carry incorrect biological understandings into adulthood. His presentation at institutional and national conferences disseminates research findings to educators who can implement evidence-based practices, directly bridging the gap between research and practice. His service as peer reviewer contributes to maintaining quality standards in international science education research. His completion of training in grant proposal writing positions him to secure funding for educational improvement projects that benefit Shambu College and surrounding schools. His trilingual capabilities enable him to serve both Afan Oromo-speaking and Amharic-speaking student populations, promoting educational access for linguistic minorities. Through his teaching, research, and leadership, Dr. Eticha contributes to Ethiopia’s development goals in education, science and technology capacity building, and preparation of the skilled workforce needed for economic development and improved quality of life.

Global Recognition

Dr. Merga Dinssa Eticha has achieved significant international recognition through his publications in globally recognized journals and his engagement with international research communities. His publication in the Journal of Science Education and Technology, published by Springer, one of the world’s largest academic publishers, ensures global distribution and readership of his work. This journal is indexed in major databases including Web of Science, Scopus, and ERIC (Education Resources Information Center), making his research discoverable to scholars worldwide. His publication in Thinking Skills and Creativity, another internationally respected journal, further establishes his presence in global scholarly conversations about higher-order thinking and innovative pedagogy. His research addresses challenges relevant not only to Ethiopia but to science education globally, particularly in low- and middle-income countries facing similar issues of limited resources, large class sizes, and the need for culturally responsive pedagogy. His development of context-driven problem-solving methods provides a model that could be adapted to other African countries and developing nations facing similar educational challenges. His appointment as peer reviewer for Journal of Science Education and Technology represents recognition by the international editorial community and positions him as a contributor to global knowledge quality control in science education research. His collaboration with Dr. Adula Bekele Hunde from Oslo University, Norway, represents international research partnership that facilitates knowledge exchange between Ethiopian and European research contexts. His collaboration with Prof. Tsige Ketema from Jimma University connects him to Ethiopia’s premier research networks which often have international linkages. His completion of training through Jimma University’s international partnerships exposes him to global best practices in research methodology, publication ethics, and grant writing. His presentation at Jimma University Research Conference likely brought him into contact with international researchers and development partners engaged in education research in Ethiopia. His work contributes to the growing body of science education research from Africa, a region historically underrepresented in international research literature, thereby diversifying global knowledge and challenging Western-centric perspectives in education research. While his institutional base is in Ethiopia, his research methodology, theoretical frameworks, and findings have relevance for international audiences concerned with improving science education quality, enhancing student motivation, facilitating conceptual change, and supporting teacher professional development. As he continues his research career, opportunities may arise for international conference presentations, visiting scholar positions at foreign universities, or participation in international collaborative research projects that would further expand his global recognition and enable him to contribute to international science education policy discussions.

Asst. Prof. Merga Eticha, Shambu College of Teacher Education, Department of Biology, Oromia, Ethiopia