An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies

Ayele Eyob Kenta

doi:doi:10.11648/j.ajad.20170202.12

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An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies

Ayele Eyob Kenta

Published in American Journal of Art and Design (Volume 2, Issue 2)

Received: 10 June 2017 Accepted: 26 June 2017 Published: 24 July 2017

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Abstract

The main objective of this study was to explore teachers’ practices and challenges in implementing active learning in teaching English in Grade Nine. In conducting the study, the researcher employed qualitative approach. To collect the data for the study, two main research instruments were employed. They are: class-room observation and un-structured interviews conducted with Grade Nine English teachers and students learning at the same grade level. Accordingly, the findings from classroom observation indicated that the classroom practices in implementing active learning strategies were not satisfactory. Even in their limited attempt to implement the strategy, the only technique most Grade nine English teachers frequently used was grouping students to solve various problems. Furthermore, the motivational techniques that the observed teachers were employing in the class were not in accordance with the principles of active learning. In investigating the data from the interview with Grade Nine English teachers, the results similarly revealed that most teachers had the perception that active learning was one of the significant strategies which could help students to facilitate independent learning. Nevertheless, most Grade Nine English teachers did not put it into practice fully due to various reasons. According to the present researcher’s exploration, the following difficulties were identified as major constraints affecting the implementation of active learning in Grade Nine: poor back ground of the students in speaking skills, lack of classroom facilities, lack of appropriate teaching materials, lack of deep awareness as to how implement active learning, were the most outstanding ones. Finally, recommendations were forwarded.

Published in	American Journal of Art and Design (Volume 2, Issue 2)
DOI	10.11648/j.ajad.20170202.12
Page(s)	42-51
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Active Learning, Active Learning Strategies, Implementation, Teacher-Centered Approach

References

[1]	Farrant, J. S (1980) Principles and Practice of Education. London: Longman.
[2]	Temechegn Engida (2002) Teaching Primary School Subjects using Learner centered Methodology. In the Ethiopian journal of Education research Association Vol. 1 No 1. Addis Ababa: EERA.
[3]	Snowman, J and Biehler, R (2000). Psychology applied to teaching (9^thed.). Boston: Houghton Mifflin Company.
[4]	Bennet et al (1996) Researching into Teaching Methods in Colleges and Universities. London: kogan Page.
[5]	Nardos Abebe (2000). Issues and Methods and Materials in Teaching Primary Subject. Addis Ababa. AAU.
[6]	Nunan, D. (1989) A Client centered Approach to Teacher Development. ELT Journal43/2.
[7]	Silberman, M. (1996). Active Learning: 101 Strategies to Teach any Subject. Boston: Allyn and Bacon.
[8]	Niemi, H., & Nevgi, A. (2014). Research studies and active learning promoting Professional competences in Finnish teacher education, Teaching and Teacher Education,(43), 131-142 http://dx.doi.org/10.1016/j.tate.2014.07.006
[9]	Taye, G. (2008) Perceptions and Practices of Active Learning in Dilla University. (MA Thesis).
[10]	Bethel, B. (2011). Practice and Perception of Bulbula School Community towards the Implementation of Active Learning in Teaching English AAU: Unpublished. (MA Thesis).

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APA Style

Ayele Eyob Kenta. (2017). An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies. American Journal of Art and Design, 2(2), 42-51. https://doi.org/10.11648/j.ajad.20170202.12

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ACS Style

Ayele Eyob Kenta. An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies. Am. J. Art Des. 2017, 2(2), 42-51. doi: 10.11648/j.ajad.20170202.12

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AMA Style

Ayele Eyob Kenta. An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies. Am J Art Des. 2017;2(2):42-51. doi: 10.11648/j.ajad.20170202.12

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@article{10.11648/j.ajad.20170202.12,
  author = {Ayele Eyob Kenta},
  title = {An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies},
  journal = {American Journal of Art and Design},
  volume = {2},
  number = {2},
  pages = {42-51},
  doi = {10.11648/j.ajad.20170202.12},
  url = {https://doi.org/10.11648/j.ajad.20170202.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajad.20170202.12},
  abstract = {The main objective of this study was to explore teachers’ practices and challenges in implementing active learning in teaching English in Grade Nine. In conducting the study, the researcher employed qualitative approach. To collect the data for the study, two main research instruments were employed. They are: class-room observation and un-structured interviews conducted with Grade Nine English teachers and students learning at the same grade level. Accordingly, the findings from classroom observation indicated that the classroom practices in implementing active learning strategies were not satisfactory. Even in their limited attempt to implement the strategy, the only technique most Grade nine English teachers frequently used was grouping students to solve various problems. Furthermore, the motivational techniques that the observed teachers were employing in the class were not in accordance with the principles of active learning. In investigating the data from the interview with Grade Nine English teachers, the results similarly revealed that most teachers had the perception that active learning was one of the significant strategies which could help students to facilitate independent learning. Nevertheless, most Grade Nine English teachers did not put it into practice fully due to various reasons. According to the present researcher’s exploration, the following difficulties were identified as major constraints affecting the implementation of active learning in Grade Nine: poor back ground of the students in speaking skills, lack of classroom facilities, lack of appropriate teaching materials, lack of deep awareness as to how implement active learning, were the most outstanding ones. Finally, recommendations were forwarded.},
 year = {2017}
}

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TY  - JOUR
T1  - An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies
AU  - Ayele Eyob Kenta
Y1  - 2017/07/24
PY  - 2017
N1  - https://doi.org/10.11648/j.ajad.20170202.12
DO  - 10.11648/j.ajad.20170202.12
T2  - American Journal of Art and Design
JF  - American Journal of Art and Design
JO  - American Journal of Art and Design
SP  - 42
EP  - 51
PB  - Science Publishing Group
SN  - 2578-7802
UR  - https://doi.org/10.11648/j.ajad.20170202.12
AB  - The main objective of this study was to explore teachers’ practices and challenges in implementing active learning in teaching English in Grade Nine. In conducting the study, the researcher employed qualitative approach. To collect the data for the study, two main research instruments were employed. They are: class-room observation and un-structured interviews conducted with Grade Nine English teachers and students learning at the same grade level. Accordingly, the findings from classroom observation indicated that the classroom practices in implementing active learning strategies were not satisfactory. Even in their limited attempt to implement the strategy, the only technique most Grade nine English teachers frequently used was grouping students to solve various problems. Furthermore, the motivational techniques that the observed teachers were employing in the class were not in accordance with the principles of active learning. In investigating the data from the interview with Grade Nine English teachers, the results similarly revealed that most teachers had the perception that active learning was one of the significant strategies which could help students to facilitate independent learning. Nevertheless, most Grade Nine English teachers did not put it into practice fully due to various reasons. According to the present researcher’s exploration, the following difficulties were identified as major constraints affecting the implementation of active learning in Grade Nine: poor back ground of the students in speaking skills, lack of classroom facilities, lack of appropriate teaching materials, lack of deep awareness as to how implement active learning, were the most outstanding ones. Finally, recommendations were forwarded.
VL  - 2
IS  - 2
ER  -

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Author Information

Ayele Eyob Kenta

Faculty of Social Science and Humanities Department of English Language and Literature, Wolaita Sodo University, Sodo, Ethiopia

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Plain Text BibTeX RIS

APA Style

Ayele Eyob Kenta. (2017). An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies. American Journal of Art and Design, 2(2), 42-51. https://doi.org/10.11648/j.ajad.20170202.12

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ACS Style

Ayele Eyob Kenta. An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies. Am. J. Art Des. 2017, 2(2), 42-51. doi: 10.11648/j.ajad.20170202.12

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AMA Style

Ayele Eyob Kenta. An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies. Am J Art Des. 2017;2(2):42-51. doi: 10.11648/j.ajad.20170202.12

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@article{10.11648/j.ajad.20170202.12,
  author = {Ayele Eyob Kenta},
  title = {An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies},
  journal = {American Journal of Art and Design},
  volume = {2},
  number = {2},
  pages = {42-51},
  doi = {10.11648/j.ajad.20170202.12},
  url = {https://doi.org/10.11648/j.ajad.20170202.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajad.20170202.12},
  abstract = {The main objective of this study was to explore teachers’ practices and challenges in implementing active learning in teaching English in Grade Nine. In conducting the study, the researcher employed qualitative approach. To collect the data for the study, two main research instruments were employed. They are: class-room observation and un-structured interviews conducted with Grade Nine English teachers and students learning at the same grade level. Accordingly, the findings from classroom observation indicated that the classroom practices in implementing active learning strategies were not satisfactory. Even in their limited attempt to implement the strategy, the only technique most Grade nine English teachers frequently used was grouping students to solve various problems. Furthermore, the motivational techniques that the observed teachers were employing in the class were not in accordance with the principles of active learning. In investigating the data from the interview with Grade Nine English teachers, the results similarly revealed that most teachers had the perception that active learning was one of the significant strategies which could help students to facilitate independent learning. Nevertheless, most Grade Nine English teachers did not put it into practice fully due to various reasons. According to the present researcher’s exploration, the following difficulties were identified as major constraints affecting the implementation of active learning in Grade Nine: poor back ground of the students in speaking skills, lack of classroom facilities, lack of appropriate teaching materials, lack of deep awareness as to how implement active learning, were the most outstanding ones. Finally, recommendations were forwarded.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies
AU  - Ayele Eyob Kenta
Y1  - 2017/07/24
PY  - 2017
N1  - https://doi.org/10.11648/j.ajad.20170202.12
DO  - 10.11648/j.ajad.20170202.12
T2  - American Journal of Art and Design
JF  - American Journal of Art and Design
JO  - American Journal of Art and Design
SP  - 42
EP  - 51
PB  - Science Publishing Group
SN  - 2578-7802
UR  - https://doi.org/10.11648/j.ajad.20170202.12
AB  - The main objective of this study was to explore teachers’ practices and challenges in implementing active learning in teaching English in Grade Nine. In conducting the study, the researcher employed qualitative approach. To collect the data for the study, two main research instruments were employed. They are: class-room observation and un-structured interviews conducted with Grade Nine English teachers and students learning at the same grade level. Accordingly, the findings from classroom observation indicated that the classroom practices in implementing active learning strategies were not satisfactory. Even in their limited attempt to implement the strategy, the only technique most Grade nine English teachers frequently used was grouping students to solve various problems. Furthermore, the motivational techniques that the observed teachers were employing in the class were not in accordance with the principles of active learning. In investigating the data from the interview with Grade Nine English teachers, the results similarly revealed that most teachers had the perception that active learning was one of the significant strategies which could help students to facilitate independent learning. Nevertheless, most Grade Nine English teachers did not put it into practice fully due to various reasons. According to the present researcher’s exploration, the following difficulties were identified as major constraints affecting the implementation of active learning in Grade Nine: poor back ground of the students in speaking skills, lack of classroom facilities, lack of appropriate teaching materials, lack of deep awareness as to how implement active learning, were the most outstanding ones. Finally, recommendations were forwarded.
VL  - 2
IS  - 2
ER  -

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