Major Factors that hinder the implementation of Constructivist Teaching Learning Approach: The Case of Two preparatory Schools of Kolfe-Keranyo Sub-City (Ayertena and Millennium)
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Date
2010-06
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Addis Ababa University
Abstract
Th purpose of this study wa to investigate the major problems that
hindered the implementation of eTLA from constructivism philosophical
pedagogical and p ychological points of view. The problem of the study
wa non- involvement of preparatory school students in knowledge and
meaning construction. Both qualitative and quantitative re earch methods
were u ed. Qualitative re earch methods was employed to explore
participant ' experiences, views feeling and opinions regarding the
implementation of eTLA. Questionnaire was used as tool of data
collection. 54 teachers and students were 'elected based on purposive and
snowball ampling techniques. The major findings of the study were: the
teaching learning process was one way communication,' learning was
limited at recall and comprehension levels, high order thinking was
ignored,' except language teachers, the rest were not confident to implement
eTLA in their respective classes,' basic facilities and infrastructures were
not fulfilled,' the prevalent curricula were not conducive to implement
eTLA and student were criticized for committing mistakes. The researcher
concluded that didactic teaching was the dominant teaching approach.
Teachers lacked adequate knowledge and practical skill in implementing
eTLA.As a re ult they were not in a position to assist student to con truct
their own knowledge and meaning from the learning material. So the
teaching learning proce s was not healthy from con tructivist teaching
learning point of view. Teaching learning was on shaky-ground. hort-term
training for the teachers on the job, revising the existing curricula from
eTLA point of view; redesigning the teachers ' training programs in line
with eTLA,' assisting student to construct their own knowledge and
meaning; motivating teachers for life-long learning and conducting
intensive research for generalization were recommended as olutions b) the
researcher .
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Keywords
Constructivist Teaching Learning Approach