The Implementation of Active Learning Approach In The Teachers' Colleges of Oromia Region
| dc.contributor.advisor | Wirtu, Dessu (PhD) | |
| dc.contributor.author | Owirra, Amenu | |
| dc.date.accessioned | 2018-08-07T09:22:38Z | |
| dc.date.accessioned | 2023-11-05T09:04:51Z | |
| dc.date.available | 2018-08-07T09:22:38Z | |
| dc.date.available | 2023-11-05T09:04:51Z | |
| dc.date.issued | 2005-06 | |
| dc.description.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 | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/11144 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababauniversity | en_US |
| dc.subject | Colleges of Oromia Region | en_US |
| dc.title | The Implementation of Active Learning Approach In The Teachers' Colleges of Oromia Region | en_US |
| dc.type | Thesis | en_US |