College of Education and Behavioral Studies Department of Educational Planning and Management
| dc.contributor.advisor | Alemu, Yekunoamlak Phd) | |
| dc.contributor.author | tadesse Sahlemariam, Hailu | |
| dc.date.accessioned | 2020-08-26T08:02:27Z | |
| dc.date.accessioned | 2023-11-05T08:54:02Z | |
| dc.date.available | 2020-08-26T08:02:27Z | |
| dc.date.available | 2023-11-05T08:54:02Z | |
| dc.date.issued | 2020 | |
| dc.description.abstract | The major objective of this study was to investigate the challenges to practice of active learning approaches in teaching English for grade ten classes in secondary schools of Arada Sub-City, Addis Ababa. 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 English teachers, students, school principals and Sub-City Education Office language supervisor. The main data collection instrument was questionnaires for English teachers and students. In addition, the sample school principals and supervisor were interviewed. Non- parametric statistical tools percentage, graphs and qualitative approaches were employed in order to analyze and interpret data. The study revealed that using active learning methods from the learners’ perspective; reluctance of learners to actively engage in active learning, dependence of the learners on teacher’s instructional activities, little monitoring/support during the active learning process, dominance of teacher-centered learning method, inadequate training provided for the teachers, higher teacher’s work load and inadequate practice of active learning at lower grades were found to be the major problems in the implementation of active learning approach. In connection to the use of active learning methods; lecturing, group work, discussion, demonstration, and question and answer methods of active learning were dominantly used methods while project, problem-solving, role-playing, brainstorming, peer-teaching, cooperative-learning, field-trip and debating methods were little used in English lessons. Hence, the active learning methods were not adequately implemented in Grade 10 English lessons so that active learning of the students could be ensured. So as to tackle the problem of implementing the active learning methods, practical trainings (through on- service, in-service and off-service programs) should be delivered to the FLTs teachers in a way it significantly improves the knowledge, attitude and practice of teaching English lessons | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/22128 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | AAU | en_US |
| dc.subject | The sources of data for this study were secondary school English teachers, students, | en_US |
| dc.title | College of Education and Behavioral Studies Department of Educational Planning and Management | en_US |
| dc.type | Thesis | en_US |