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)
| dc.contributor.author | Shega, Temesgen | |
| dc.date.accessioned | 2019-01-22T12:02:05Z | |
| dc.date.accessioned | 2023-11-10T13:02:38Z | |
| dc.date.available | 2019-01-22T12:02:05Z | |
| dc.date.available | 2023-11-10T13:02:38Z | |
| dc.date.issued | 2010-06 | |
| dc.description.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 . | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/15939 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Constructivist Teaching Learning Approach | en_US |
| dc.title | 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) | en_US |
| dc.type | Thesis | en_US |