Skip navigation
 

Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/13216
Title: The Implementåtidn Aetive Learnine Apprijåeh In Seleeted Upper Primåry Sehuul
???metadata.dc.contributor.*???: Eirdssa Jebessa
Mesfn, Hailu
Keywords: True learning demands
Issue Date: Jun-2009
Publisher: Addis Ababa University
Abstract: True learning demands engaging learners in active and purpose use of informat'inzf1'om their environment and other sources to make a better life. The purpose of this study was to investigate the status of the implementation active learning approach in some selected governmental and private upper primary schools in Addis Ababa. Data were generated using a questionnaire that was dispatched to a purposively selected 63 teachers and 124 students, an interview conducted with a purposively selected 8 school principals, classroozns Observations and review ofcurricular materials, Hi/ employing a descriptive survey research method, the study found out that although the iniplementation of active learning approach is eniphasized in the policy, currently lecture methods, in which teachers' talks dominate in most classrotmis. The ohstacles found were teachers' lack of skills, inappropriate curricular materials, lack of schoolfacilities to implement active learning and to some extent students and teachers' lack ofpositive attitude towards active learning. The result seems to suggest that the policy has set cxpectations on schools to implement active learning approach that demands more than what they actually can <1'O at the moment. Therefore, provision of more enabling conditions such as instructional resources, suitable eurricular materials and eontinuous and relevant in«service and pre~service trainings for upper primary school teachers is highly essential to improve the implementalion ofactive learning.
URI: http://hdl.handle.net/123456789/13216
Appears in Collections:Thesis - Educational Research & Development

Files in This Item:
File Description SizeFormat 
Mesfin Hailu.pdf30.54 MBAdobe PDFView/Open
Show full item record


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.