PRACTICE, STATUS AND CHALLENGES OF ACTIVE LEARNING METHODS: THE CASE OF SECONDARY AND PREPARATORY SCHOOLS IN ARBA MINCH TOWN

Abstract

The purpose of the study was to assess the practice, the status and challenges of active learning methods in secondary and preparatory schools in Arba Minch town. To accomplish this purpose, the study employed a descriptive survey method. The study was carried out in purposely selected two secondary and preparatory schools in Arba Minch town. Then 23 teachers and 230 students were selected using stratified and simple random sampling techniques. Two school supervisors and 4 principals are included in the study for interviewing. Questionnaire and interview are the main instruments of data collection. Document analysis was employed to triangulate the information obtained through questioners and interview. There is no statistically significance differences between the actual mean (30.65) and the expected mean 30 (df: 22, p<0.05). The result disclosed that the extent of the implementation status of active learning methods by teachers and students was at an average or moderate status in the schools under study. Independent practice, gapped lecture activities, group work and cooperative learning were implementing, frequently. Field works, Short write and debate were least used by teachers and students. Professional course, qualification, teaching experience and grade levels were the factors which correlated with higher use of active learning methods. Workload, however, had inverse relationship with active learning methods. The higher the teaching workload: the less active learning methods were used. Professional course, qualification, teaching experience, and grade levels together had an effect about 38.1% on the current practice of active learning methods. The implementation of active learning methods in schools under the study was seriously affected by different factors. Inconsistency among teachers in using active learning methods and large class size was rating as the most serious factors that hinder use of active learning methods. Unsupportiveness of educational administrators, inadequacy of instructional materials and the designs of textbooks were not series challenges in the schools. From the findings the researcher concludes that, teachers and students were currently practicing active learning methods in their class room though the current status is not reached the status that is indicated in policy documents. Finally, recommendations were drawn based on the above findings and conclusion. The point of the recommendations include: awareness on the practices of active learning methods through experience sharing, seminars, workshops, discussion and trainings. In order to reduce the challenges related to resource limitation such as class room size and instructional facilities the education offices, the school community should design projects and create conducive environments that help teachers ‗and students to increase the implementation of active learning methods in their schools.