The Implementation of Active Learning Methods at College Level: The Case of Hossana College of Teachers' Educatio

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Addis Ababa University


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.



The Implementation of Active Learning