Jebessa, Firdissa(PhD)Tikue, Meles2018-07-192023-11-102018-07-192023-11-102011-01http://etd.aau.edu.et/handle/12345678/9368The purpose of this study was to examine the practice of active learning in upper primary schools of North Western zone of Tigray. Furthermore, it treats factors that affect the proper implementation of active learning. To accomplish this purpose, the study employed a descriptive survey method, which is supplemented by qualitative research methods to enrich the data. With this respect, teachers, students, directors and cluster supervisors were the sources of data for the study. The data gathering instruments were questionnaires, interviews and observations. The questionnaires were dispatched to 200 students, 60 teachers, and interviews were made with 16 directors and 6 cluster supervisors drawn from 16 schools which were teachers and students using simple random sampling, and directors and supervisors using availability system in the academic year of 2010/11. Moreover, 32 sections of grade seven and eight observation was made, two sections from each school at the departments of Language and Natural Science. The data obtained through questionnaires were quantitatively analyzed and interpreted in light of available literature whereas the information obtained through interview and observation were qualitatively described to supplement the quantitative data. The results of this study reveal that though the attitude of teachers and students toward active learning was positive and not serious problem, the level of practice of active learning was found to be low and moderate. Especially to use different strategies of active learning were not fully performed., Appropriate teaching methods were not used to address the comprehensive benefits of active learning, and teachers’ selfevaluation were not performed sufficiently. Furthermore, the study revealed that teachers’ and students’ tendency to prefer traditional lecture method, majority of students become dependent on the minority, shortage of time, lack of support from educational leadership, lack of teachers’ commitment, inadequacy of teachers’ training, lack of teaching resources, unavailability of facilities, teachers’ high workload, inconclusive of the class-room, were among the factors that hindered the implementation of active learning. It has been recommended that creating awareness, continuous and intensive short-term and long-term training should be offered for teachers on the practice active learning and about different strategies of active learning to improve their instructional practice to over come the challenges of implementation active learning. Besides, to alleviate or solve the factors that hinder the proper implementations of the practice, the school administrative body ought to create conducive environments that helps for teachers’ sufficient preparation and working time and provision of educational materials and resources to implement active learning methods in their class.enPrimary SchoolsThesis