Practice, Opportunities and Challenges of Student Centered Approach in Teaching at Different Field Of Specialization

A Case of Oromia Zone Zone, Bati Woreda Second Cycle Primary Schools

Abstract

The purpose of this study was to analyzing the status of teachers’ practices, the opportunities and challenges of implementing student centered approach in teaching at different field of specializations. To conduct the study, descriptive survey method was employed. It was carried out in the Oromia zone of Bati woreda. Among 50 second cycle primary schools of Bati Worda, 15 second cycle primary schools were selected by using Simple random sampling technique. Cluster sampling was employed to select prospective teachers (142). Thus, all of the teachers in the selected second cycle primary level schools 39 natural sciences, 22 mathematics, 34 social sciences, and 47 language department teachers were included in sampling. The main instrument of data collection was questionnaire. It was also substantiated with interview and observation. Then, the data were analyzed using, one sample t-test, ANOVA, mean and percentage. The finding of the study revealed that the magnitude of practicing student centered in the second cycle primary schools was found to be low. There is not significance difference in utilizing student-centered approach as function of teachers’ field of specializations. The one to five organizations of students, the student-text books ratios, the preparation of text-books, pre-service training of teachers and teachers professional development program (induction and continuous professional development) were the major opportunities for implementing student-centered approach. On the other hand, lack of willingness of both the students and the parents to learning; teachers’ tendency to traditional lecture method, lack of teachers’ commitments, shortage of time and shortage of instructional materials were the major challenges affect the implementation of student centered approach in the woreda. Finally, the recommendations were forwarded based on the major findings so as to minimize and gradually solve the problems encountered in effective implementation of student centered approach.