The utilization of active learning techniques in Ethiopian primary schools: Practice and challenges

Abstract

This research aimed to assess the implementation and challenges of active learning strategies in government primary schools in the East Wollega zone of the Oromia regional state. Data was collected from 146 teachers in ten elementary schools, selected through accessible sampling tools. The research area was better connected to and experienced by ten principals, five vice principals, ten pedagogical head centers, and five cluster supervisors, who were selected through purposeful sampling. The study used questionnaires, observations, and interviews to gather data on active learning implementation. Quantitative data was analyzed using SPSS version 20 software, while qualitative data was collected through open-ended questions. The findings showed that instructors were generally supportive of active learning, but they did not actively participate in many activities due to traditional lecture styles, large class sizes, and a lack of instructional materials. The study suggests that active learning practitioners should consider alternative methods like smaller group sizes or field trips, even if maintaining an appropriate class size isn't feasible. The Oromia education bureau, district and Zonal education offices, and school management should develop innovative solutions to tackle these issues.