College Of Education And Behavioral Studies Department Of Educational Planning And Management

The major objective of this study was to investigate the challenges to practice of active learningrnapproaches in teaching English for grade ten classes in secondary schools of Arada Sub-City,rnAddis Ababa. Based on this, related literatures were reviewed. The research design employedrnwas descriptive survey with mixed approaches. The sources of data for this study were secondaryrnschool English teachers, students, school principals and Sub-City Education Office languagernsupervisor. The main data collection instrument was questionnaires for English teachers andrnstudents. In addition, the sample school principals and supervisor were interviewed. Non-rnparametric statistical tools percentage, graphs and qualitative approaches were employed inrnorder to analyze and interpret data. The study revealed that using active learning methods fromrnthe learners’ perspective; reluctance of learners to actively engage in active learning,rndependence of the learners on teacher’s instructional activities, little monitoring/support duringrnthe active learning process, dominance of teacher-centered learning method, inadequate trainingrnprovided for the teachers, higher teacher’s work load and inadequate practice of active learningrnat lower grades were found to be the major problems in the implementation of active learningrnapproach. In connection to the use of active learning methods; lecturing, group work,rndiscussion, demonstration, and question and answer methods of active learning were dominantlyrnused methods while project, problem-solving, role-playing, brainstorming, peer-teaching,rncooperative-learning, field-trip and debating methods were little used in English lessons. Hence,rnthe active learning methods were not adequately implemented in Grade 10 English lessons sornthat active learning of the students could be ensured. So as to tackle the problem ofrnimplementing the active learning methods, practical trainings (through on- service, in-servicernand off-service programs) should be delivered to the FLTs teachers in a way it significantlyrnimproves the knowledge, attitude and practice of teaching English lessons

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