The Implementation of Active Learning Methods at College Level: The Case of Hossana College of Teachers' Educatio
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Date
2009-06
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Addis Ababa University
Abstract
The purpose of this study was to investigate the practice of active learning
methods and to point out factors affecting the implementation of active learning.
To conduct the study, case study method was employed. This study was
conducted in Hossana College of Teachers' Education.
Accordingly, the data were collected from all (74j second year prospective
teachers of English and from all (1OJ EFL teacher educators in the college. In the
selection of this sample population, purposive sampling was used. The main data
gathering instruments were observation and questionnaire. Moreover, interview
and over viewing of EFL course modules were used as supplementary
instruments. The data were analyzed by both quantitative and qualitative
research methods. The quantitative research methods employed were frequency
counts and percentages. Open ended questions, interview and overview of course
modules were analyzed qualitatively.
The findings of this study reveal that both teacher educators and prospective
teachers have a positive perception towards active learning. Nevertheless, their
positive perception did not help them practice active learning methods frequently.
The most commonly used active learning techniques in EFL classes were group
work and questioning. Duly, most of the active learning methods were found as
being implemented less frequently in EFL classes of the college.
Among the factors hindering the effective practice of active learning; teacher
educators tendency towards traditional/explanation method, prospective
teachers' lack of interest, crowded contents of EFL modules, class SIZe,
inadequacy of instructional materials were the major ones.
Finally, in order to minimize the impeding factors, based on the major findings
some recommendations were forwarded by the researcher of this study.
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Keywords
The Implementation of Active Learning