The Implementation of Problem Solving Approach in the Context of Rural Primary Schools in Oromia Region: the Case of Adami Thlu Judo Komboicha Woreda
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Date
2004-06
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Addis Ababa University
Abstract
It has been about ten years since the government of Ethiopia made a new educational
and training policy. The making of the policy has been followed by the development
and implementation of different programs ill order to carry forward the innovations
enshrined in it. One of the highly emphasized aspects of this policy is the need to
implement a problem solving education both in content and approach with the
objective of producing a problem solving citizen. Related with this, the more
elaborate aspiration of the policy is the trend towards shifting classroom instructions
from teacher-centered approach to a student-centered approach. Though a variety of
understanding exist on what 'a student-centered approach' means, the problem
solving approach with its qualifications as a student-centered approach and its
unquestioned relevance in the development of problem solving citizen, it is expected
that this approach is given precedence in the implementation of the policy.
This particular study had, as its starting point, a supposition that in fact problem
solving approach/process are teachable and the capacity to solve problems can be
developed in school children. It is also assumed that efforts are being made to
implement this approach at all levels of the educational system of the country.
Owing to the realization that the country's largest population lives in the rural areas
and the priority given to agriculture led economic development, the research focused
its attention to finding out how the problem solving approach is being implemented in
rural primary school s. The bulk of primary school leavers constitute the young work
force in the rural areas: therefore the study narrowed its focus on eighth grade
students.
This case study conducted to examme the implementation of problem solving
approach, took 48 classroom observations in eight rural primary schools as central to
the data collection process. However, in order to increase the validity of the research
and with the intention of describing more what has been taking place in the classroom
interactions, the main elements of the interactions have been identified and used as
source of data. These main elements included; 152 teachers, 160 students, 8
principals, eighth grade text books and school facilities. The sampling procedure and instruments of data collect ion were such that each category of elements is repre sented
in a way they balance representation and depth and detail.
Though our daily life is full of problem solving, the scientifically accepted
ste ps/process of problem so lving approach were identified and th e ir implementation
was assessed in a way applicable to eac h so urc e of data. According ly the data
obtained from each source with the particular instrument of data co ll ect ion were
organized and analyzed er certain themes pertinent to the process of problem
solving
The study revealed that problem so lving approach is not being implem ented in
cla ssroom in structions. Teachers either have no any training or are poorly trained to
implement problem so lving approac h. Text books and school facilities are not in
favor of the implementation of problem solving approach. Rural primary school s are
und er the gnawing influence of the vicious circle of poverty and low quality
education. Therefore , stated in a very general sense, one can conclude that the
implementation of problem solving approach in rural primary schools is in its
embryo nicstage. It is not born, being cared and deve loped . By extension of the
implication of the process to the end , one also can say that primary school leavers
didnt have the capacity of problem solving. Students rather are found to develop
dependency syndrome and highly influenced by the information they acquire from
sources other than their forma l education.
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