PRACTICE, STATUS AND CHALLENGES OF ACTIVE LEARNING  METHODS: THE CASE  OF SECONDARY AND PREPARATORY  SCHOOLS IN ARBA MINCH TOWN
Creators: name: WONDWOSEN SEIFU
Publisher: name: National Academic Digital Repository of Ethiopia
Year: 2018

description: 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&lt;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.