Browsing by Author "Hailu, Mesfin"

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    The Implementation of Active Learning Approach in Selected Upper Primary School of Addis Ababa,
    (Addis Ababa Univerisity, 2009-06) Hailu, Mesfin; Jebesa, Fidissa(Ato)
    True learning demands engaging learners in active and purposive use of i11formationfrom their environment and other sources to make a betterli[e. The purpose of this stlldy was to investigate the statlls of the implementation of 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, classrooms observations and review of curricular I1wterials. By employing a descriptive survey research method, the sllidy found out that although the implementation of active leaming approach is emphasized in the policy, currently leclw'e methods, in which teach ers' talks dominate in most classrooms. 'l'he obstacles found were teachers' lack of skills, inappropriate curricular materials, lack or school facilities to implement active leaming and to some extent studenls' (mel teachers' lack of positive attitude towards active learning. The result seems to suggest that the policy has set expectations on schools to implement active learning approach that demands more than what they actlwlly can do ut the moment. Therefore, provision of more enobling conditions such us instrudionul resources, suitable curriculor I1wterials unci continuous and relevu nt in -service and pre-service trainings for upper primary school teachers is hiyhly essentiul to improve the implementation of active learning. .
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    The Implementation of Active Learning Approach in Selected Upper Primary Schools of Addis Ababa
    (Addis Ababa University, 2009-06) Hailu, Mesfin; Jebessa, Pirdlssa (PhD)
    True learning demands engaging learners in active and purposive use of infonnationfrom their environment and other sources to malee a better life. The purpose of this study was to investigate the stal1Ls of the implementalion of active learning approach in some selected governmental and private upper primary schools in Addis Ababa. Data were generaled 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, classrooms observations and review of cUlTicular malerials. By employing a descriplive survey research method, the study found out that cLlthough the implemenLation of active learning approach is emphasized in the policy, currenlly lectllre methods, in which teachers' talles dominate in most classrooms. The obstacles found were teachers' lacle of sleills, inappropriate curricular materials, lack oj school facilities to implement active learning and to some extent students' and teachers' lack of positive attitude towards active learning. The result seems to suggest that the policy has set e:>..pectations on schools to implement active learning approach that demands more than what they actually can do at the moment. Therefore, provision of more enabling conditions such CiS instructional resources, suitable curricular materials and conlimlOtlS and relevcmt in-service and pre-service trainings Jor upper primary school teachers is highly essential to improve the implementation of active learning.
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    The Implementati£in [If Active Learning Appr (Lach , in Selected Upper Primary Sch[I[)Ls oF Addis Abab)a
    (Addis Ababa University, 2009-06) Hailu, Mesfin; Jebessa, Firdissa (PhD)
    True learning demands engaging learners in active and purposive use of i11formationfrom their environment and other sources to make a betterli[e. The purpose of this stlldy was to investigate the statlls of the implementation of 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, classrooms observations and review of curricular I1wterials. By employing a descriptive survey research method, the sllidy found out that although the implementation of active leaming approach is emphasized in the policy, currently leclw'e methods, in which teach ers' talks dominate in most classrooms. 'l'he obstacles found were teachers' lack of skills, inappropriate curricular materials, lack or school facilities to implement active leaming and to some extent studenls' (mel teachers' lack of positive attitude towards active learning. Th e result seems to suggest that the policy has set expectations on schools to implement active learning approach that demands more than what they actlwlly can do ut the moment. Therefore, provision of more enobling conditions such us instrudionul resources, suitable curriculor I1wterials unci continuous and relevu nt in -service and pre-service trainings for upper primary school teachers is hiyhly essentiul to improve the implementation of active learning