Factors Attributing To The Mismatch Between The Intended And Actually Used Teaching Methods In The First Cycle Primary Schools Of Oromia

The central intention of this research was to assess some of the factorsrnattributing to the mismatch between the intended (learner-centered) and thernactually used (lecture) teaching methods in the first cycle primary schools ofrnOromia in general and that of West Shewa Zone in particular. To attain thisrnobjective, a descriptive survey research method was employed. The samplernconsisted of 237 teachers who were drawn from 25 first cycle primaryrnschools. Purposive sampling technique was used to select the target districtsrnand primary schools while stratified and simple random samplingrntechniques were employed to select the sample teachers.rnTo gather the necessary data, questionnaire, interviews, focus grouprndiscussions, document analysis, and observations were the instrumentsrnemployed. In analyzing the data percentage, mean and chi-square werernused. Results of the study suggest that the factors that enforce first cyclernprimary school teachers of West Shewa Zone use the lecture method in mostrncases are lack of training, large class size, inadequacy of educationalrnfacilities, inappropriateness of curricular materials developed for the level,rnand high teaching loads. Thus, based on the findings of the study,rnrecommendations are forwarded to mitigate the aforementioned problems inrnthe Zone under study

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