2025/09/28 by Beyan Kedir, Eba Mijena
Social Sciences · #Active Learning Methods #African Education and Politics #English Language Teaching #Innovative Teaching Methods #Perceived Challenges #Relationship #The Impact of Diversity and Innovation on Society
paper · doi:10.20372/star.v14.i3.04
openalex publication_date 2025/09/28 · openalex created_date 2025/11/09 · openalex updated_date 2026/07/01
This study examined the connection between the use of active learning techniques in English language instruction and the perceived difficulties, with a focus on grade 11 government secondary schools in Arada Sub-City, Addis Ababa. Using availability sampling, 42 English teachers in grade 11 and four principals took part in the study, which used an explanatory research design. Teachers were given survey questionnaires to complete, and school principals were interviewed to collect data. The acquired data was analyzed using multiple regression, Pearson correlation, mean, and standard deviation. Perceived difficulties and the use of active learning techniques are strongly correlated negatively, according to Pearson correlation analysis (r = -0.886, p = .0001). According to this study, the use of active learning techniques in English classrooms tends to decline dramatically as perceived difficulties—such as big class sizes, insufficient training, and time constraints—increase. The correlation is statistically significant, according to the two-tailed 0.001 threshold. Numerous educators employed teacher-centered approaches, as was noted. The F-test for overall model significance yielded an F-value of 14.52. This indicates that the F-test result (14.52) indicates that the value is reasonably high when the set of predictors is considered collectively. This suggests that the relationship is solid overall.