The Implementation Of Active Learning Approach In Selected Upper Primary Schools Of Addis Ababa

True learning demands engaging learners in active and purposive use ofrninfonnationfrom their environment and other sources to malee a better life. Thernpurpose of this study was to investigate the stal1Ls of the implementalion ofrnactive learning approach in some selected governmental and private upperrnprimary schools in Addis Ababa. Data were generaled using a questionnairernthat was dispatched to a purposively selected 63 teachers and 124 students, anrninterview conducted with a purposively selected 8 school principals, classroomsrnobservations and review of cUlTicular malerials. By employing a descriplivernsurvey research method, the study found out that cLlthough the implemenLationrnof active learning approach is emphasized in the policy, currenlly lectllrernmethods, in which teachers' talles dominate in most classrooms. The obstaclesrnfound were teachers' lacle of sleills, inappropriate curricular materials, lack ojrnschool facilities to implement active learning and to some extent students' andrnteachers' lack of positive attitude towards active learning. The result seems tornsuggest that the policy has set e:>..pectations on schools to implement activernlearning approach that demands more than what they actually can do at thernmoment. Therefore, provision of more enabling conditions such CiS instructionalrnresources, suitable curricular materials and conlimlOtlS and relevcmt in-servicernand pre-service trainings Jor upper primary school teachers is highly essentialrnto improve the implementation of active learning.

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