New challenges to the implementation of active learning methods at Secondary schools in Kambata Tambaro zone, Ethiopia
-
(1) * Tesfanesh Telore
Addis Ababa University
Ethiopia
(2) Abebe Dametew Addis Ababa University
Ethiopia
(*) Corresponding Author
Abstract
The main objective of this study was to find out key factors which affect implementation of active learning methods at secondary schools in Kambata Tembaro zone, Ethiopia. The study was done on the bases of a descriptive survey design. Data sources for the study were 37 English language teachers. Questionnaire and focus group discussion were employed as data collecting tools. Both quantitative and qualitative techniques of data analysis were implemented. Thus, data collected through questionnaire were analyzed using SPSS and data gathered via group discussion were thematically analyzed. Findings of the study revealed that lack of motivation and interest among teachers to fully accomplish their role in teaching, students’ preference of illegal migration than attending school and unsuitable conditions in and around the classroom were the most challenging factors which affected implementation of active learning methods in the schools. It is recommended by the researchers that the government of Ethiopia should take immediate action to facilitate basic needs for the teachers. None Government and Government offices in the zone should work in collaboration to create awareness to the students and their parents on the bad effect of illegal migration. Students, parents, teachers and school administrators at woreda and zone level should deal together to help students achieve their objective of learning by improving the teaching learning habit in the zone.
HIGHLIGHTS:
- The major factors that affect the implementation of active learning in secondary schools in the Kambata Tembaro zone.
- Implementation of active learning in the Kembata Tembaro zone is strongly affected by Teachers’ reluctance, lack of interest and motivation among students, unsuitable school conditions (number of students, shortage of teaching materials).
- The challenges identified include teachers' knowledge, skills, and attitudes, as well as classroom size, sitting arrangement, and availability of materials.
Downloads
References
Amare, Y., & Dagnew, A. (2020).Teachers’ perceptions, practices and challenges of active learning strategies utilization at secondary schools in Ethiopia. Contemporary Educational Researches Journal. https://doi.org/10.18844/cerj.v10i3.4846
Amenu Oljira. (2005). The Implementation of Active Learning Approach in the Teachers College of Oromia. http://etd.aau.edu.et/handle/123456789/11144
Aschalew T. (2013). Teachers’ Perceptions and Practices of Active Learning in Haramaya University, Eastern Ethiopia: The Case of Faculty of Education Science, Technology and Arts Research Journal. https://doi.org/10.4314/star.v1i4.98828
Atkinson. S. (2000). An investigation into the relationship between teacher motivation and pupil motivation. Educational Psychology. https://doi.org/10.1080/014434100110371
Ayele, E. (2017). An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies, American Journal of Art and Design. https://doi:10.11648/j.ajad.20170202.12
Baru Aboma (2021). Factors Affecting the Implementation of Active Learning Methods in Bale Zone Secondary Schools: Exploring Perceptions, Knowledge and Experiences of Students, Teachers and School Leadership. Research on Humanities and Social Sciences www.iiste.org ISSN 2224-5766 (Paper) ISSN 2225-0484 (Online) Vol.11, No.1 https://doi.org/10.7176/rhss/11-1-05
Birhanu, M.A. (2010). Active learning approaches in mathematics education at Universities in Oromia, Ethiopia. Unpublished PhD Dissertation. University of South Africa. http://uir.unisa.ac.za/bitstream/handle/10500/4133/thesis_alemu_b.pdf
Branu Simegn (2012). A Study of Secondary School EFL Teachers’ Pedagogical Beliefs and Classroom Practices. http://etd.aau.edu.et/handle/123456789/7572
Berhanu Yayo (2013). Teachers’ knowledge, attitude and practice of Cooperative Learning the case of Alamata Town Administration Second Cycle Primary Schools Addis Ababa University. http://etd.aau.edu.et/handle/123456789/7524
Bonwell, C. C., and Eison, J.A. (1991). Active learning: creating excitement in the classroom. ASH-ERIC higher education report No. 1, Washington, D.C. The George Washington University, School of Education and Human Development. https://files.eric.ed.gov/fulltext/ED336049
Dereje Asfaw Bulbula, Damtew Bulbula, Fedila Abazinab Abajobir and Tesfa Alemu Bulti (2022).The Practices and Challenges in the Implementation of Participatory Teaching Strategies in English as a Foreign Language Large Classes in Ethiopia. doi: https://doi.org/10.21203/rs.3.rs-1400991/v2
Eba, M. (2013). The Need for Professional Growth of ELT Teachers in Ethiopia. Star journal. https://doi.org/10.4314/star.v2i3.98764
Eba, M. (2014). Practices and Impeding Factors in the Teaching of English to Young Learners in the First Cycle Public Primary Schools at Nekemte Town, Western Ethiopia. Sci.Technol. Arts 3(2): 201-212. http://www.starjournal.org/
Firew, M. (2008). A Study of High School Students English Learning Anxiety and English Achievement:With Particular Reference to Grade 11 at Dembecha Preparatory School, in West Gojjam (MA Thesis). Addis Ababa University, Addis Ababa. Retrieved from http://etd.aau.edu.et/handle/123456789/8226
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., & M.P. Wenderoth. 2014. Active learning increases student performance in Science, Engineering, and Mathematics. Proceedings of the National Academy of Sciences. https://doi.org/10.1073/pnas.1319030111
Gerencheal, B. (2016). Gender Differences in Foreign Language Anxiety at an Ethiopian University: Mizan Tepi University Third Year English Major Students in Focus.1(1), 1-16. https://www.semanticscholar.org/paper
Harris, N., & Bacon, C. E. W. (2019). Developing cognitive skills through active learning: A Systematic Review of Health Care Professions. Journal of Athletic Training, 14(2), 135-148. https://doi.org/10.4085/1402135
Kefialew Yenyet (2021). Challenges to Implement Active Learning in Amhara Region Police College, Amhara Region, Ethiopia. Journal of Education and Practice ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.12, No.1 https://www.iiste.or
Kheladi, M. (2021). Teachers’ perceptions and concerns about implementing active learning in teaching EFL Literature: A Case Study at Tlemcen University, Algeria. Global Journal of Foreign Language Teaching, 11(3), 150–159. https://doi.org/10.18844/gjflt.v11i3.5815
Kitaw, Yoseph Zewdu (2017). Active learning in teaching English language support courses to first-year students in some Ethiopian universities, University of South Africa, Pretoria, http://hdl.handle.net/10500/22745
Manjunatha.N (2019). Descriptive Research, Sri Siddhatha First Grade College. https://www.jetir.org/papers/JETIR1908597 Volume 6, Issue 6 (ISSN-2349-5162)
Mebratu M & Woldemariam B. (2018). The effects of teachers’ perceptions on the implementations of active learning in EFL Classroom. Global Journal of Human-Social Science: 18 (1) ISSN: 2249-460. https://globaljournals.org/GJHSS_Volume18/5
Mello, David, Less., & Colleen A. (2013). Effectiveness of active learning in the arts and Sciences:Humanities Department Faculty Publications & Research. Paper 45. http://scholarsarchive.jwu.edu/humanities_fac/45
Michael K, Alemu M, Desie Y, Atnafu M, Assefa S, Regassa C, Wodaj H, Abate A. (2023). Understanding and practice of active learning among upper primary school science and mathematics teachers. Heliyon. 9(6):e16854. http://doi:10.1016/j.heliyon. 2023.e16854
Ministry of Education (MoE). (2002). The education and training policy and its implementation. Addis Ababa: Ministry of Education. https://www.scirp.org
MOE. (2003). TESO Pre Service Committee a Notional Curriculum Guideline for pre-Service Teacher Education Programs. Addis Ababa (unpublished) https://www.academia.edu/80153737
Ministry of Education (2009). Finalized Course Catalogue for Language Cluster Diploma Program. Addis Ababa: MoE. Cooperative Learning and College Teaching, Vol. 2, No. 2 https://www.scirp.org/2761647
Mulatu, M., & Bezabih, W. (2018). Perceptions and practices of EFL teachers in implementing active learning in English classes: The case of Three Selected Secondary Schools in Dawro zone, SNNPRS, Ethiopia. International Journal of Education, 10(2), 88-94. doi: http://dx.doi.org.
Nolasco, R. & L,Arthur. (1986). "You try doing it with a class of forty!" ELT Journal https://doi.org/10.1093/elt/40.2.10040(2
Siedlecki, Sandra (2020). Understanding Descriptive Research Designs and Methods https://www.enago.com/academy/descriptive-research-design/
Surafel Zewdie. (2002). "The Effects of the 'new' English Language Teaching Methodology in the First Cycle Secondary Schools." Educational Journal. https://www.academia.edu/5108155
Tadesse, A., & Daniel, T. (2016) Assessment of the practice and its determinant factors of active learning methodologies by teachers of Teacher Education Colleges Begemidir and Gondar. British Journal of Education 4(1):32-50. Retrieved October 12, 2018, from (www.eajournals.org)
Vodovozov, V., Raud, Z.,Petlenkov, E. (2021). Challenges of Active Learning in a View of Integrated Engineering Education. Educ. Sci, 2021, 11, 43. https://doi.org/10.3390/educsci11020043
Wright, T. (2000). Communicative Language Teaching. Can it work for us? In EELT NET. Addis Ababa: British Council. https://doi.org/ 10.5040/9781474285438.ch-002
Yewulsew. M. (2020). An Assessment of the Practice and Its Determinant Factors of Active Learning Practices in EFL Classes: A Case Study on English Language Course in Derbre Markos College of Teacher Education. Research on Humanities and Social Sciences https://www.iiste.org
Copyright (c) 2023 Tesfanesh Telore, Abebe Damtew
This work is licensed under a Creative Commons Attribution 4.0 International License.
