The Implementation Status Of Active-learning Strategy In Upper Primary Schools Of North Western Zone Of Tigray Challenges And Opportunities

The purpose of this study was to examine the practice of active learning in upper primary schoolsrnof North Western zone of Tigray. Furthermore, it treats factors that affect the properrnimplementation of active learning. To accomplish this purpose, the study employed a descriptivernsurvey method, which is supplemented by qualitative research methods to enrich the data. Withrnthis respect, teachers, students, directors and cluster supervisors were the sources of data for thernstudy. The data gathering instruments were questionnaires, interviews and observations.rnThe questionnaires were dispatched to 200 students, 60 teachers, and interviews were made withrn16 directors and 6 cluster supervisors drawn from 16 schools which were teachers and studentsrnusing simple random sampling, and directors and supervisors using availability system in thernacademic year of 2010/11. Moreover, 32 sections of grade seven and eight observation was made,rntwo sections from each school at the departments of Language and Natural Science.rnThe data obtained through questionnaires were quantitatively analyzed and interpreted in light ofrnavailable literature whereas the information obtained through interview and observation werernqualitatively described to supplement the quantitative data.rnThe results of this study reveal that though the attitude of teachers and students toward active learning wasrnpositive and not serious problem, the level of practice of active learning was found to be low and moderate.rnEspecially to use different strategies of active learning were not fully performed., Appropriate teachingrnmethods were not used to address the comprehensive benefits of active learning, and teachers’ selfevaluationrnwere not performed sufficiently. Furthermore, the study revealed that teachers’ and students’rntendency to prefer traditional lecture method, majority of students become dependent on the minority,rnshortage of time, lack of support from educational leadership, lack of teachers’ commitment, inadequacy ofrnteachers’ training, lack of teaching resources, unavailability of facilities, teachers’ high workload,rninconclusive of the class-room, were among the factors that hindered the implementation of active learning.rnIt has been recommended that creating awareness, continuous and intensive short-term and long-termrntraining should be offered for teachers on the practice active learning and about different strategies ofrnactive learning to improve their instructional practice to over come the challenges of implementation activernlearning. Besides, to alleviate or solve the factors that hinder the proper implementations of the practice,rnthe school administrative body ought to create conducive environments that helps for teachers’ sufficientrnpreparation and working time and provision of educational materials and resources to implement activernlearning methods in their class

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