Teachers’ Perceptions and Practices of Active Learning in Haramaya University, Eastern Ethiopia: The Case of Faculty of Education
AbstractThe purpose of this study was to investigate instructors’ perceptions and practices of active learning, assess the extent to which instructors’ perceptions influence their practices and identify factors affecting the implementation of active learning in Haramaya University faculty of education. To conduct the study, descriptive survey design was employed. A total of 123 instructors participated in the study and completed questionnaires. This was complemented by a qualitative approach that used observation checklists and interviews for data gathering: 9 lessons were observed while the instructors were teaching in the actual classes. In addition, semi-structured interviews were conducted with three instructors. In the selection of the sample population, purposive and systematic samplings were used. The data were analyzed using percentage, mean and grand mean. The findings of the study revealed that the respondents have perceived active learning positively. In spite of their good perceptions, their practices of active learning were low. Among the major factors affecting the effective implementation of active learning were instructors’ tendency toward the traditional/lecture method, lack of students’ interest, shortage of time, lack of instructional material and large class size. Finally, recommendations were forwarded based on the major findings so as to minimize problems encountered and maximize the implementation of active learning in the study area.
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