The Implementation of Active Learning Approach In The Teachers' Colleges of Oromia Region
No Thumbnail Available
Date
2005-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababauniversity
Abstract
The main purpose of the study was to assess the implementation of active learning
approach in the Teachers' Colleges of Oromia Region. To deal with the problem, five
fundamental research questions were formulated that stress on the extent to which
active learning methods have been practiced, perception on active learning, attitudes
towards active learning, the adequacy of training materials and factors affecting the
implementation of active learning.
To conduct the study, descriptive survey method was employed. It was carried Ollt in the
Teachers' Colleges of Oromia Region and the sample covered three teachers' colleges
among five, namely, Adama, Jima and Robe. Purposive sampling was used in the
selection of the three colleges and the stream of Social Studies. Random sampling was
employed to select prospective teachers (300). Similarly, all teacher educators (35) and
all curricular material writers (12) in the stream of social studies were included. The
main instrument of data collection was questionnaire. It was also substantiated with
interview, observation and documentary analysis in some respects. Then, the data was
al).alyzed using percentage. -
The findings of the study revealed that the magnitude of praeticing active learning in the
respective teachers' colleges was low. The main implementers of active learning in the
colleges, namely, prospective teachers, teacher educators and writers of curricular
materials had no adequate knowledge and skills on the issue. In spite of their low
perception, the respondents have developed positive attitudes towards the approach.
The curricular materials for training were found to be inadequate to implement active
learning approach. Among factors that influence effective implementation of active
learning: tendency towards lecture method, dependency of the majority on minority in
group work, unfair grading in continuous assessment, shortage of time, shortage of
finance, and unavailability of instructional materials were the major ones.
Finally, the recommendations were forwarded based on the major findings so as to
minimize and gradually solve the problems encountered in the effective implementation
of active learning approach
Description
Keywords
Colleges of Oromia Region