2023/12/31 by Hunde, Merga, Hika, Melka
#Active learning methods #Constructivism #Learner-centered approach #Woreda #lecture practices
paper · doi:10.20372/star.v12i4.08
This study's purpose was to assess the implementation status and challenges of just using active learning techniques in government primary schools in the East Wallaga zone of the Oromia regional state. A descriptive survey design was utilized to conduct the study. The data was obtained from 146 teachers who have been selected using the school's available sampling techniques, and the study was done in 10 government-run primary schools in the East Wallaga zone of the Oromia regional state. Purposive sampling was used to choose the ten principals, five vice principals, ten pedagogical head centers, and five cluster supervisors since they have a stronger connection to and experience in the research area than any other source. Interviews, observations, and questionnaires served as the main data collection tools. Percentage, frequency, and SPSS version 20 software were used to examine the quantitative data. For the goal of triangulation, the qualitative data were collected through open-ended questions and qualitatively examined through narration. The study's results showed that active learning was well received by the people who really put it into practice—teachers. They had a positive attitude, but despite this, they did not engage in many active learning activities due to a variety of difficulties. Teachers' propensity to adopt the traditional lecture technique, huge class sizes, and a dearth of instructional materials were the main problems affecting the effective implementation of active learning. Lastly, recommendations were offered in light of the main discoveries. Although maintaining an adequate class size may not always be achievable, active learning practitioners must consider other options, such as grouping students into smaller groups or organizing field trips. Additionally, government entities and other stakeholders must build additional classes, provide various inputs, like various reference books and pedagogical materials, as well as experienced manpower, in order to tackle the problem. To address the issues, the Oromia education bureau, Zonal and Woreda education offices, and school managers must develop unique solutions.