The Implementation of Active Learning Approach in Teaching Algebra in Secondary Schools of East Wollega Zone, Oromia Regional State
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Date
2014-12
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Addis Ababa University
Abstract
The major objectives of this study were to investigate practices of active learning, to assess
the implementation of Active learning approach and to identify factors affect the
implementation of active the active learning approach in teaching Algebra in secondary
schools of East Wollega zone, Oromia regional state. Based on this related literatures were
reviewed. The research design employed was descriptive survey with mixed approaches. The
sources of data for this study were secondary school mathematics teachers, students, school
supervisors and principals of the sample schools of the zone. The main data collection
instrument was questionnaires for mathematics teachers, students, school supervisors and
principals. In addition, supervisors’ interview and classroom observations were used to
support the data obtained through the questionnaire. Non-parametric statistical tools
percentage and qualitative approaches were in order to analyse and interpret data. The study
revealed that the school situations and classroom sitting arrangements, number of learners’
per-classrooms, lack of specialized trained pedagogical centre coordinators, low facilities in
schools, low instructional materials and interest of learners towards learning Algebra
through active approach were hindering the implementation of active learning approach in
secondary schools of the zone. Improvement is needed for school situations and increasing
funding, providing classroom and make number of learners standard per-class, motivating
and advising students to increase their interest and training pedagogical coordinators who
support the teaching and learning activities in schools were recommended
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The Implementation of Active, Learning Approach in