Tola Bekene Bedada(Ph.D.)
@wcu.edu.et
Mathematics
College of Natural and Computational Science, Department of Mathematics, Wachemo University
Tola was born in 1987 in Arsi Zone, Ethiopia and he graduated with his master's in Mathematics education from Addis Ababa University in 2011. He completed his Ph.D. from UNISA in 2021. He is working as a lecturer at Wachemo University starting from 2011 to the present.
EDUCATION
Tola Bekene is a Ph.D. holder in Mathematics education. His research interest is teaching mathematics by technology.
RESEARCH INTERESTS
Technology for teaching
FUTURE PROJECTS
Technology integration in mathematics
Integration of technology in the 21 century has no doubt. in order to go with this century, it is better to see whether the current education more specifically Mathematics is integrated with the day technology or not. The study will comprise of three main ideas. what is the integration of technology to the perception of teachers' and students' sides? second, what does the educational curriculum of mathematics seems like? the third which educational theory helps the education to integrate technology into the education system?
Applications Invited
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Muhammad Zeeshan, Madad Khan, Ramsha Shafqat, Ali Althobaiti, Saad Althobaiti, and Tola Bekene Bedada
Springer Science and Business Media LLC
AbstractComplex fuzzy soft matrices play a crucial role in various applications, including decision-making, pattern recognition, signals processing, and image processing. The main objective of this study is to introduce the unique notions of complex Pythagorean fuzzy soft matrices (CPFSMs), which provide more flexibility and accuracy in modelling uncertainty. CPFSMs incorporate Pythagorean fuzzy soft matrices, allowing for more sophisticated uncertainty modeling. The key findings of CPFSMs, specific instances, and certain fundamental set-theoretic operations and principles were covered. A set of new distance metrics between two CPFSMs has been defined. In the context of complex Pythagorean fuzzy soft sets and complex Pythagorean fuzzy soft matrices, we created a CPFS decision-making technique. Moreover, the application’s numerical example and comparison analysis have been effectively demonstrated. Thus, by integrating the concepts of Pythagorean fuzzy sets, soft matrices, and complex numbers, CPFSMs provide a robust framework with membership and non-membership degrees for complex decision-making modeling and analyzing uncertain data.
Madad Khan, Safi Ullah, Muhammad Zeeshan, Ramsha Shafqat, Imen Kebaili, Tola Bekene Bedada, and Saima Anis
Springer Science and Business Media LLC
AbstractA complex fuzzy distance measure (CFDMs) plays a significant role in applications involving complex or high-dimensional data where traditional distance measures may not adequately capture the nuances of the data relationships. The significance of CFDMs lies in their ability to handle uncertainty, imprecision, and complexity in various domains. Numerous researchers introduced different concepts of CFDMs, yet these CFDMs fails to convey any information regarding the hesitancy degree associated with an element. The main objective of this paper is to introduce some new distance measures based on complex fuzzy sets, called complex fuzzy hesitance distance measure and complex fuzzy Euclidean Hesitance distance measure, which is the generalization of complex fuzzy normalized Hamming distance measure and complex fuzzy Euclidean distance measure. Some new operations and primay results are discussed in the environment of proposed CFDMs and complex fuzzy operations. Moreover, we discussed the applications of the proposed CFDMs in addressing decision-making problems. We introduced a new decision-making algorithm that integrates CFDMs into decision-making processes, providing a robust methodology for handling real-world complexities. Further, the comparative study of the proposed CFDMs is discussed with some existing CFDMs.
Ashebir Sidelil Sebsibe, Aweke Shishigu Argaw, Tola Bekene Bedada, and Abdela Atiso Mohammed
Elsevier BV
France Machaba and Tola Bekene Bedada
Springer International Publishing
Tola Bekene Bedada and M.F. Machaba
Informa UK Limited
Tola Bekene Bedada and M. France Machaba
Modestum Publishing Ltd
Learners in the 21st century need technological support in the learning process because of the advancements made in technology for teaching and learning. A GeoGebra-oriented classroom uses one of these technologies that can be implemented in the classroom. The new developed cycle model implemented in the study and explored the effect of using GeoGebra mathematical software on students ’ perceptions to using GeoGebra software to learn calculus. A mixed research methodology was employed. In the quantitative part of the study, a closed-ended questionnaires were used by clustering into themes and interview for the qualitative part of the study. The study was conducted at a university in Ethiopia that lasts for four weeks, and the university was selected purposively. The quantitative data were analyzed using SPSS version 27 while the qualitative data were coded into themes and analyzed using computer software ATLAS.ti 9. Students expressed positive perceptions towards the use of GeoGebra for learning differential calculus and 74% of students were satisfied with the preferences of the GeoGebra lesson-oriented course offered in the study while 70% were also interested in scaffolding activities and activities included in the developed model during interventions.
Tola Bekene Bedada and M. F. Machaba
Hindawi Limited
The study aimed to investigate the effect of GeoGebra on students’ ability to learn calculus. Calculus can be a challenging subject to teach. Moreover, students have problems, especially in connecting the concepts of calculus with the real world. Concerning gender, the study looked at the impact of utilizing GeoGebra Mathematical software on students’ calculus proficiency and ability to utilize GeoGebra software to learn calculus. The study developed a cycle model that posits nine steps to promote the teaching and learning process with the help of GeoGebra to improve the learning process. A quantitative research methodology was employed to achieve the goal of the study. A quasi-experiment with a pretest and posttest design was used in the quantitative part of the study. Students learning calculus were the subjects of the study, which took place at a university in Ethiopia. The quantitative data were analyzed using SPSS version 27. The results show that there is a significant difference between pretest and posttest in students’ performance (ability) when using GeoGebra mathematics software, indicating that students performed better after the intervention (F (1,64) = 10.495, p = 0.002 < 0.05). The treatment benefited both high- and low-ability pupils in their brain-based learning, although students in the experimental group, both female and male, outperformed those in the control group. While the GeoGebra-oriented learning approach to calculus has the potential to improve competency, it is still necessary that it be structured (cycle model) to address a specific deficiency.
Tola Bekene Bedada and France Machaba
Informa UK Limited