Teachers’ Perceptions and Practices of Active Learning in Haramaya University, Eastern Ethiopia

The Case of Faculty of Education

Authors

  • Aschalew Teshome Haramaya University

Keywords:

Active learning, Student centered approache, Teacher centered approache, Instructors perceptions, Active learning practices

Abstract

The purpose of this study was to investigate instructors’ perceptions and practices of active learning, assess the extent to which instructors’ perceptions influence their practices and identify factors affecting the implementation of active learning in Haramaya University faculty of education. To conduct the study, descriptive survey design was employed. A total of 123 instructors participated in the study and completed questionnaires. This his was complemented by a qualitative approach that used observation checklists and interviews for data gathering: 9 lessons were observed while the instructors were teaching in the actual classes. In addition, semi-structured structured interviews were conducted with wit three instructors. In the selection of the sample population, purposive and systematic samplings were used. The data were analyzed using percentage, mean and grand mean. The findings of the study revealed that the respondents have perceived active learning learn positively. In spite of their good perceptions, their practices of active learning were low. Among the major factors affecting the effective implementation of active learning were instructors’ tendency toward the traditional/lecture method, lack of students’ stu interest, shortage of time, lack of instructional material and large class size. Finally, recommendations were forwarded based on the major findings so as to minimize problems encountered and maximize the implementation of active learning in the study area.

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Author Biography

Aschalew Teshome, Haramaya University

Department of Special Needs Education, College of Education and Behavioral Sciences,
Haramaya University, Ethiopia

References

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Published

30.12.2012

How to Cite

Teshome, A. (2012). Teachers’ Perceptions and Practices of Active Learning in Haramaya University, Eastern Ethiopia: The Case of Faculty of Education. Journal of Science, Technology and Arts Research, 1(4), 74–83. Retrieved from https://journals.wgu.edu.et/index.php/star/article/view/91

Issue

Section

Original Research

Categories

Plaudit