ISSN: 2834-7706

Research Article Journal of Mathematical Techniques and Computational Mathematics

The Practice and Challenges to Implement Active Learning Methods in North
Wollo Woldia Town Governmental Primary Schools

Tilahun Menistie*

Department of Chemistry, Amhara Education Bureau, *

Corresponding Author
Woldia College of Teacher's Education, Ethiopia. Tilahun Menistie, Department of Chemistry, Amhara Education Bureau,
Woldia College of Teacher's Education, Ethiopia.

Submitted: 2023, Mar 17 ; Accepted: 2023, Apr 20 ; Published: 2023, May 23

Citation: Menistie, T. (2023). The Practice and Challenges to Implement Active Learning Methods in North Wollo Woldia
Town Governmental Primary Schools. J Math Techniques Comput Math, 2(5), 180-194.

Abstract
The focus of this study was to investigate the practice and challenges to implement active learning methods in Woldia
Town Governmental primary Schools. The data were collected through questionnaire, observation and interview from
the respondents and analyzed in percentages, graphs and tables. The analysis of the data indicates that almost all of the
subjects of the study have perceived active learning positively. However, there is a difference in perception of utilization
of active learning by the old curricular trained teachers and the newly curricular trained teachers. The identified chief
factors which influence the practice of active learning are students’ lack of interest, teachers and students prefer lecture
method instead of active learning, lack of teaching material, shortage of time, lack of continuous and/ sustainable
training and Classroom management. Apart from the above mentioned major factors, the other one is some teachers
were assigned to teach subjects outside from the area of specialization. Accordingly, the practices of active learning in
the primary government schools were found to be low.
Keywords: Active Learning; Factors; Practice; Methods of Teaching.

1. Introduction solving, inquiry and investigational work, etc. [5]. In the same
Active learning provides opportunity for students in the classroom way, Aggarwal,S., and Jca,O has point out that the central
to talk and listen, write, read, and reflect their ideas, issues, [1]. purpose of education is to enable the learners to familiarize to
Active learning strategies are more important in learning over a society, which is full of difficulty [6]. Not only social life is
traditional or passive learning [2]. Active learning is a student- full of difficulties but there are problems and puzzling situations,
centered approach by appealing students in teaching-learning which are a normal feature of a child’s everyday life in school
activities and creating a classroom environment more attractive. as well. Therefore, ability to solve problems in an effective and
This results enhanced student performance as well as creating timely manner without any impediments must be encouraged in
positive student attitudes towards the learning process [3]. In school learning through the use of active learning strategies.
addition to this, because active learning strategies integrate
multiple learning approaches, such strategies are reliable for Teachers’ role has a direct influence on promoting active learning
effective teaching-learning process. in classrooms [6]. Student centered learning connect students
to activities such as reading, writing, discussion or problem
To meet the demands of the students, we must use different solving, that encourage analysis, synthesis and evaluation of
methods of teaching and strategies for effective teaching and class content. It also gives informal opportunities for feedback
learning process. Stimulating and motivating is the main on how they understand the material. When the teacher applied
challenge to increase learners creative abilities of today’s student centered learning style in the classroom, students become
generation than learners in the past. The traditional lecture more expose to simulation, discussion, presentation, role-play,
approach with the students may not be suitable for today’s and other learning activities [7,8].
generation. This is why in schools all over the world there is
a development from learning that is made up of facts to a new The fundamental elements of student centered or active learning
model [4]. methods are talking, listening, reading, writing, and reflecting
in the classroom. These fundamental elements allow students to
In active learning, the learners have freedom and able to control clarify question, combine and appropriate the new knowledge.
learning activities. Usually, these activities involve problem- Strategy is another factor for active learning to incorporate

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the above four elements. Teaching resources also used to give 1.2 Research Questions of the Study
confidence to students active participation and interaction This study will answer the following basic questions
with each other [1]. In relation to this many researchers also What challenges do teachers face to implement active learning
accomplish studies on active learning (student-centered methods?
teaching) approaches [9-16]. How do teachers and students perceive active learning?
How often do teachers bring into action active-learning strategies
“Active learning” is a type of pedagogies established as being in their classrooms?
tremendously effective in engaging and maintaining student How often do students participate in active learning?
interest, thus most important to better student performance and
retention of subject matter. The literature on active learning, in 2. Methodology
general, is very rich and robust. However, the vast majority of A descriptive survey research design, which comprises
this literature addresses research and implementation of activities qualitative and quantitative methods. Because it enables the
at the higher level. We believe that active learning, especially researcher to get current information about the current practice
cooperative learning with its features of positive interdependence and challenges to implementing active learning in Woldia Town
and structured individual and group accountability, may benefit primary schools.
primary school students learning as well. The challenge is to
procure student buy-in to these practices [13]. There are 9 governmental second cycle (Grade 5-8) primary
schools in Woldia Town. In this schools, the total number of
On the other hand, the policy document entitled as “Teacher teachers and students are 117 & 2524 respectively. The total
Education System Overhaul (TESO) program in Ethiopia number of teachers and students in these selected primary
was launched in 2003. In this document, among other major schools constitute the population of this study.
programs, one emphasizes the implementation of participatory, The samples are expected to be representatives. Accordingly,
active- learning in the pre-service and in-service programs of the sample size of both teacher and student participants was
teacher education [17]. determined by using a sample size determination formula of:
However, it is expected that different factors hinder the practices n = Z2pqN
of the active-learning method. During in my study of Higher Nd2 + Z2pq
Diploma Program (HDP) training and school placement, the Where n = the Size of the sample, Z = the standard normal
researcher observed that teachers in the primary schools were deviation, d = degree of accuracy, N = total population, p =
not used the active learning methods to the level of expectation. proportion in the target population estimated to have a particular
Secondly in college-school linkage, the researcher observed the characteristics, if there is no reasonable estimation, we use 50
same fashion of teaching methods and even some primary school %( 0.5) & q = 1-p.
teachers also mentioned that there existed gaps among teachers
in the implementation of active learning. In the same way during Initially, this formula was used by Reddy determine the sample
students’ practicum placement, the researcher noticed that size that was conducted by him at Jimma University. So, for the
there is a gap in the implementation of active learning. Issues present study the sample size was calculated as follows:
like these inspired me to find out and to what extent this issue 1. Teachers Sample Size (n1) = Z2pqN
affects the learning process in governmental primary schools. As Nd2 + Z2pq
confirmed in the above study some of the factors have not been n1 = 51
assessed yet. As a result, the researcher of this study endeavor 2. Students Sample Size (n2) = Z2pqN
to investigate particularly the practices and challenges of active Nd2 + Z2pq
learning in North Wollo governmental primary schools of n2 = 339
Woldia Town as an area of study.

Participants Total Population Total Sample

Male Female Total Male Female Total
Principals 3 1 4 2 1 3
Teachers 61 56 117 31 20 51
students: Grad 5 485 342 827 50 42 92
Grad 6 267 273 540 30 37 67
Grad 7 239 268 507 25 35 60
Grad 8 270 259 529 31 35 66
Total 1325 1199 2524 169 170 339
Table1: Sample size of respondents (Principals, teachers, and students)

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Out of the 4 school principals, 3 were interviewed. But one by using frequencies, percentages. The observation checklist
principal was not available for interview after frequent visits. data was analyzed by percentages.
Out of 188 grade five and six sample population 12 (male =
8 & female = 4) and out of 131 grade seven and eight sample 3. Theoretical and Conceptual Explanations on Active
population 8 (male = 5 & female = 3) did not return the tool Learning at a Glance
administered. And out of the total teachers, the responses of 1 Student centered teaching is an instruction method of teaching in
male teacher were not complete. Therefore, out of 339 students, which students actively participate in their learning and teaching
only 319 students and 50 teachers responded properly. Thus, the process through student-centered activities that apply the higher-
study comprised 319 (male=169 and female=170) students, fifty order thinking skills of analysis, synthesis, and evaluation rather
teachers (30 males and 20 females) respondents. than inactively pay attention to a teacher [3].
In order to make the teaching-learning process active, the
A simple random and stratified sampling technique was also following are some basic points to be considered [18].
used to select students from the selected primary schools. In
this case, students were divided into four strata disaggregated Learning is effective only when students can use it, connect it
by sex and in their grade level (5,6,7 and 8). Then based on the to their day-to-day life, or actively participate in it. Effective
sample size determined above, the instruments/questionnaires learning involves providing students with a sense of progress
were distributed. and control over their own learning. Effective learning is not
memorizing facts and lists of knowledge. Teaching only by
2.2 Data gathering Tools and Procedures giving facts is damaging young learners in that we are preventing
The study employed mainly qualitative and quantitative data meaningful learning from taking place. Learning facts alone is
collection tools. The relevant data were collected through not enough to prepare students to understand and participate in
classroom observation, interviews and questionnaires. Thus, a complex world. Teaching-learning must prepare students to
the researcher preferred the qualitative method to describe the solve problems and to use information from their environment
data that were collected by semi-structured interviews and the and other sources to make a better life for themselves, their
quantitative method to describe all close ended questionnaires and families, and their communities.
observation check list. Classroom observations were conducted
in order to check teacher- student interaction in relation to active We must provide the students with full of information so they
learning, classroom facility, student population in the classroom, can understand different perspectives and have many inputs.
teachers’ and students’ activities. To accomplish the purpose of We must encourage students to communicate effectively about
the observation, 16 randomly selected teachers were observed. what they are doing and what they are learning. We must pose
problems of emerging relevant to students. A focus on students’
To confirm the data obtained through questionnaires the interests and use their previous knowledge as a departure point
researcher was conducted interviews with Supervisors and helps students engage and become motivated to learn. By such
School Principles using structured, open- ended questions, which principles we seek and value students’ point of view.
are related to the challenges and practices of active learning.
The interview was conducted with the help of tape recorder and The fundamental activities for all students are talking and
photo camera and it was carried at their schools. listening, writing, doing, reading and reflecting, and then
strategies of active learning use one or more of these activities.
Regarding data gathering procedures, pilot study was conducted Examples are Problem-Based Learning, Team-Based Learning,
prior to the administration of the final questionnaires to all Concept maps, Collaborative writing, Brainstorming,
respondents. The target of the feasibility study was to assess Collaborative Learning, Teaching to learn/Peer teaching, Role
whether these exists vagueness, misunderstand and other Playing, Drama, and Simulations etc.
weakness, if any, on the first draft of the questionnaire or not.
The draft of the questionnaire was, hence, modified centered 3.1 The importance of Active Learning to the Students
on the pilot test results before the actual field work. Finally, the Active learning is important to increase students’ remembering
questionnaires were distributed to the respondents and data were and comprehension of instruction, to explicit tasks, uses
collected. student’s data and knowledge base, helps to develop their own
answer, allows students to research ideas, develop and interpret
2.3 Method of Data Analysis concepts. And also able to engage a greater number of students
The data obtained from teachers and students through in effective learning. In addition to this, affects positively the
questionnaires, observation, and interviews were examined attitude of learners toward self and peer in the learning and
using descriptive and statistical analysis methods. The outcome teaching process. It also improve social experiences between
of the study were reported using tables, graphs and percentages learners and between teachers and students. Then it can build
obtained from the numerical values assigned to the degree of community within the classroom [19].
agreement.
3.2 The importance of Active Learning to the Teacher
The quantitative data obtained from the selected primary school Active learning focuses on the instruction, helps to the teacher
teachers and students through the questionnaires were analyzed to select objectives in the level of students’ needs. The teacher

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inspires the students to be accountable for their own learning. Learning occurs through the mediation of social interaction.
Active learning take in to the students thinking and problem Knowledge is not an individual possession, but socially shared
solving of the discipline. Researchers, for example, Bonwell and emerging from participation in socio cultural activities.
and Eison elucidate that student centered learning is very crucial Learning also requires social skills. This means that learners
in the classroom, because of its powerful influence on students will need skills which make them capable of social interaction.
learning [3]. Similarly, Silberman states that active learning able Learning is related to our social history and interaction
to addresses the different learning styles of students [20]. with other people. Active learning theories stress the social
elements of learning, e.g. the importance of cooperative action,
3.3 Empirical Explanations on the Practice and Challenges collaborative problem-solving, and sharing as tools for attaining
of Active learning deeper processes of learning and in many cases also achieving
Johnson, D.W & Johnson, R.T. reported that student-centered better results. This means participation in discussions, dialogues
instructions seems to encourage students to form closer and mutually shared reflections, working in a responsible
relationships with each another in working together [21]. In cooperation with other learners [23].
addition to this, each student-centered group academically able
to score high marks and gained social skills through cooperative 4. Results and Discussion
work. On the other hand, the students in the teacher-centered 4.1 Results
classroom did not spend as much time working cooperatively Teachers and students Knowledge and experiences on active
and thus hoodless of working relationship with one another. This learning methods
idea also supported by Lee Manning,M.& Lucking,R. [22]. From the total respondents 50% of the study participants strongly
agreed and 46% agreed about Present knowledge depends on the
Silberman, delivers a key note that addresses a challenging issue previous understanding.
to develop an environment in which students become actively Regarding the teacher holds most of the knowledge necessary
engaged in learning [20]. Thus, after decades of research on for the students, 46% of the respondents were strongly disagree.
teaching and learning strategy, the success of student centered Only a few respondents were agreed.
learning has been clearly documented. However, in the institution From table 4.1. Indicated that 50% and 48 % of the respondents
of higher learning, there is challenges to incorporate the new revealed that students learn when there is interaction. Most
model of active learning into their classrooms. Thus, some have respondents (96 %) agreed that teaching facts alone is not
hold this approach to instruction with passion while others seem enough to prepare students to understand their environment.
more cautious in moving towards adoption. Anyway, active
learning occurs in an environment where the student is at the
center and the instruction is student-centered.

Item 1 2 3 4 5
f % f % f % f % f %
1. Present knowledge depends on the previous 1 2 1 2 23 46 25 50
understanding.
2. The teacher holds most of the knowledge necessary 23 46 21 42 5 10 1 2
for the students.
3. Students learn when there is interaction. 1 2 24 48 25 50
4. I believe that teaching facts alone is enough to 48 96 2 4
prepare students to understand their environment.
5. Teachers must encourage students to communicate 2 4 48 96
effectively.
6. Teaching must prepare students to solve problems. 2 4 48 96
7. Active learning is intellectually more stimulating. 24 48 26 52
8. Active learning improves the development of sense of 31 62 19 38
commitment.
9. Active learning offers opportunities for progress. 3 6 47 94
10. Active learning prepares students for participation 32 64 18 36
11. Active learning makes students responsible for their 12 24 38 76
own learning.
12. I know that active learning adds work load on 40 80 20 20
teachers.
13. Active learning is not economical to use instructional 19 38 31 62
aids.

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 14. Active learning requires a lot of time. 12 24 10 20 27 54 1 2
15. The implementation of active learning requires well- 20 40 30 60
trained teachers.
16. In using active learning, teachers find it difficult to 10 20 25 50 15 30
cover the prescribed syllabus.
1=strongly disagree 2= disagree 3= undecided 4= agree 5= strongly agree
Table 4.1. Knowledge and experiences on active learning strategies of teachers/N=50/

About 96% of the participants responded “strongly agreed” that teachers’ workload, 80% of the respondents said that active
teachers must encourage students to communicate effectively. learning does not add workload on teachers. But the remaining
Similarly 96% of participates responded “strongly agreed” 20% of teachers agreed, that is active learning adds work load
about teaching must be prepare students to solve problems. 52% on teachers.
and 48% of the study participants responded “strongly agreed”
and “agreed” respectively that active learning is intellectually The majority of the respondents agreed that active learning is
more stimulating. 62% of the respondents agreed that active economical to use instructional aides. Concerning time constraint,
learning improves the development of sense of commitment. In 54% of the study participants said that active learning requires a
supporting to this idea, 38% of the respondents also strongly lot of time. But 24% of teachers responded “disagreed”, 20% of
agreed. 94% of the respondents strongly agreed that active teachers responded “undecided”.
learning offers opportunities for progress.
Majority respondents (60% responded “strongly agreed” and
From the above table 4.1. 64% of teachers responded “agreed”, 40% of responded “agreed”) said that the implementation of
36% of teachers responded “strongly agreed” that active learning active learning require well-trained teachers.
prepares students for participation.
In using active learning makes it difficult to cover the prescribed
76% of teachers responded “strongly agreed” and 24 % of syllabus , 50% of the teachers responded “agreed” , 30% of
teachers responded “agreed”, meaning active learning makes teachers responded “ strongly agreed” and 20 % of teachers
students responsible for their own learning. Concerning the responded “ undecided”.

Items 1 2 3 4 5
F % F % f % f % f %
1. I believe that learning depends on the 5 1.57 218 6.58 11 3.45 106 33.22 175 54.85
previous under standing
2. I believe that the teacher holds most of the 69 21.63 175 54.86 13 4.07 51 15.98 11 3.44
knowledge necessary for us to learn.
3. As to me lectures are the best ways of getting 101 31.66 191 59.87 27 8.46 0 0 0 0
knowledge
4. I learn more when I discuss in groups with 32 10.03 58 18.18 3 0.94 58 18.18 167 52.35
students
5. I believe that active learning motivates us to 0 0 0 0 5 1.57 80 25.07 234 73.35
learn
6. I believe that It is helpful if teachers tell us 27 8.46 11 3.44 48 15.04 133 41.69 101 31.66
exactly what we need to do to learn.
7. I believe that active learning is learning by 0 0 0 0 21 6.58 160 50.15 138 43.26
doing
8. I feel that active learning is a mechanism to 122 38.24 112 35.10 27 8.46 37 11.59 21 6.58
make us busy all the time.
9. I believe that learning is self- initiated. 0 0 0 0 3 0.94 133 41.69 183 57.36
10. I believe that active learning prepares us for 0 0 0 0 11 3.44 96 30.09 213 66.77
participation
11. I learn more when I engage in open- ended 0 0 0 0 74 23.19 160 50.15 85 26.64
activities.
12. Active learning enhances passiveness instead 128 40.12 160 50.15 32 10.03 0 0 0 0
of active involvement in learning.

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 13. Active learning enhances self-confidence 5 1.57 5 1.57 16 5.01 85 26.64 207 64.89
14. I feel that students work best when they are 0 0 11 3.44 13 4.07 106 33.22 189 59.24
praised.
1=strongly disagree 2= disagree 3= undecided 4= agree 5= strongly agree
Table 4.2. Knowledge and experiences on active learning strategies of Students/N=319/

As indicated in table 4.2, for the question, learning depends the time. 6.58% of students responded “strongly agreed” and
on the previous understanding, 54.86% of students responded 11.59% of students responded “agree” meaning that active
“strongly agreed”, 33.22% of students responded “agreed”, learning is a mechanism to make them busy all the time. But
3.45% of students responded “undecided” and 6.58% of students 8.46% of the respondents were “undecided”.
responded “disagreed”, meaning learning is depends on the In table 4.2. 57.36% of students replied “strongly agreed”,
previous understanding . 41.69% of students replied “agreed” meaning that learning is
As shown in table 4.2, 54.86% of the participants agreed that self-initiated. Only 0.934% of students replied “undecided”.
the teachers don’t hold most of the knowledge necessary for us
to learn. 21.63% of also support this idea. 15.98% of students As indicated table 4.2, 66.77% of students responded “strongly
responded “agreed” meaning that the teachers hold most of the agreed”, 30.09% of students replied “agreed” meaning that
knowledge necessary for them to learn. active learning prepares them for participation. 3.44% of the
respondents were “undecided”.
Based on table 4.2. 59.87% of students responded “disagreed” From the table 4.2. 26.64% of students replied “strongly agreed”,
meaning that lectures are not the best ways of getting knowledge. 50.15% of students replied “agreed” meaning that they learn
31.66 % of students also support this idea. But 8.46% of students more when they engage in open-ended activities. But 23.19% of
responded ‘undecided”. the respondents were “undecided”.
The analysis of the data indicates that, 52.35% of students The above table 4.2. shows for the question, active learning
responded “strongly agreed” and 18.18% of students responded enhances passiveness instead of active involvement in learning,
“agreed” that they will learn more when they discuss in groups. 40.12% of students responded “strongly disagreed”, 50.15% of
In contrast to this, 18.18% and 10% of students responded students replied “disagreed” meaning that active learning is not
“disagreed”. enhances Passiveness instead of active involvement in learning.
For question, active learning motivates us to learn, 73.35% of But 10.03% of the respondents were “undecided”.
the participants were “strongly agreed” and 25.03% of students
responded “agreed” meaning active learning motivates them to As indicated table 4.2, 64.89% of students replied “strongly
learn. agreed”, 26.64% of students responded “agreed” meaning that
From the above table, 31.66 % of students responded “strongly active learning enhances self-confidence. But the remaining
disagreed”, 41.69% of students responded “agreed” meaning respondents were not agreed.
that it is helpful if teachers tell them exactly what they need to In the above table 4.2. 59.24% of students replied “strongly
learn. But 15.04% of the study participants were “undecided” agreed”, 33.22% of students responded “agreed” meaning that
and 8.46%, 3.44% of students responded “strongly disagreed” students work best when they are praised.
and “disagreed” respectively.
In the table 4.2. 43.26% of students responded “strongly agreed”, 4.2 Teachers’ and Students Practices of Active Learning
50.15% of students responded “agreed” meaning that active Strategies
learning is learning by doing. But 6.57% of students responded From table 4.3, different active learning strategies were provided
“undecided”. as representatives. Accordingly, 98% of teachers replied
“frequently” meaning that teachers frequently used lecture/
From the table 4.2. 38.24% of students revealed “strongly explanation methods of teaching. Only 2% of teachers responded
disagreed”, 35.10% of students responded “agreed” meaning “sometimes”.
that active learning is not a mechanism to make them busy all

How often do you use these active learning methods 1 2 3 4 5

f % f % f % f % f %
1. Lecture/ explanation 1 2 49 98
2. Project method 13 26 37 74
3. Problem solving method 25 50 11 22 14 28
4. Role-playing 20 40 30 60
5. Discussion 13 26 37 74
6. Brain storming 32 64 18 36
7. Peer Teaching 22 44 28 56
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 8. Cooperative learning 13 26 37 74
9. Field trip 39 78 11 22
10. Group work 22 44 28 56
11. Question and Answer 19 38 31 62
12. Demonstration 31 62 19 38
13. Debating 30 60 20 40
1= not at all 2= rarely 3= sometimes 4= frequently 5= always
Table 4.3. Teachers’ practices of different active learning Strategies/N=50

As indicated in table 4.3. Concerning project method of teaching Regarding cooperative learning, 74% of teachers “frequently”
74% of teachers replied “sometimes” and 26% of teachers used and 26% of teachers “sometimes” used.
responded “rarely” used. Regarding problem solving methods, From table 4.3. concerning field trip teaching methods, 78% of
50% of teachers responded “rarely”, 28% of teachers replied teachers responded “not at all” meaning teachers not used at all
“frequently” and 22% of teachers responded “sometimes” field trip method of teaching. Similarly, 22% of teachers replied
meaning that half of the respondents rarely used problem solving “rarely” used.
method of teaching.
Regarding the utilization of group work, 56% of teachers
Concerning the role playing, 60% of teachers revealed responded “always” meaning that teachers always used group
“sometimes” and 40% of teachers replied “rarely” meaning work method of teaching. Similarly, 44% of teachers responded
that teachers rarely used. 74% of teachers responded “always” “frequently” used.
meaning they always used discussion method of teaching. The Moreover, to the item that teachers used question and answer
remaining 26% of teachers “frequently” used. in the real teaching learning process, it was found that 62% of
In the case of brainstorming method of teaching, it was found teachers “always” used and 38% of teachers “frequently” used.
that 36% of teachers replied “frequently” and 64% of teachers With reference to demonstration method of teaching, 38% of
responded ”sometimes” meaning mostly teachers used brain teachers “frequently” used and the majority 62% of teachers
storming method of teaching. “sometimes” used. Regarding debating teaching methods, 40%
For peer teaching, 56% of teachers replied “frequently” and of teachers “frequently” used. The remaining 60% of teachers
44% of teachers responded “sometimes” meaning majority of “sometimes” used.
teachers used peer teaching.

How often do teachers use 1 2 3 4 5

these active learning methods f % f % f % f % f %
1. Lecture/ explanation 11 3.44 16 5.01 37 11.59 133 41.69 122 38.34
2. Project method 106 33.22 74 23.19 58 18.18 48 15.04 32 10.03
3. Problem solving method 106 33.22 128 40.12 85 26.64 0 0 0 0
4. Role-playing 27 8.46 53 16.61 117 36.67 64 20.06 58 18.18
5. Discussion 0 0 43 13.33 80 25 64 20 134 41.66
6. Brain storming 21 6.58 51 15.98 122 38.24 72 22.57 53 16.61
7. Peer Teaching 5 1.67 48 15.04 125 39.18 85 26.64 82 25.70
8. Cooperative learning 32 10.03 74 23.19 144 45 27 8.46 43 13.47
9. Field trip 191 59.87 106 33.22 21 6.58 0 0 0 0
10. Group work 0 0 11 3.44 53 16.61 133 41.69 122 38.24
11. Question and Answer 11 3.44 32 10.03 53 16.61 96 30.09 128 40.12
12. Demonstration 27 8.46 48 15.04 90 28.21 122 35.10 43 13.47
13. Debating 11 3.44 80 25.07 144 45.14 85 26.64 0 0
1= not at all 2= rarely 3= sometimes 4= frequently 5= always
Table 4.4. Students’ participation in Active learning/N=319/
From table 4.4, different active learning strategies were provided that mostly teachers used lecture method of teaching.
as representatives. Regarding lecture teaching methods, 38.34%
of students responded “always”, 41.69% of students responded Regarding project method of teaching, 33.22% of students
“frequently”, 11.59% of students replied “sometimes” meaning responded “not at all”, meaning that teachers not actually used.

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23.19% of students replied “rarely” that is teachers rarely However the majority, 45% of students replied “sometimes”
used. 18.18% of students replied “sometimes”, and 15.04% of used cooperative learning method of teaching. But 23.19% of
students responded “frequently” and 10.03% of students replied students replied “rarely” used and 10.03% of students responded
“always”. Accordingly, project method is not implemented by “not used at all”.
the majority of teachers.
As presented item nine, the largest percentage, 59.87% of
As indicated in table 4.4, 40.12% of students replied “rarely” and students replied “not at all”, 33.22% of students replied “Rarely”.
33.22% of students responded “not at all” meaning that teachers The least proportion, 6.58% of students responded “sometimes”
not used problem solving method teaching. However, 26.64% of used field trip method of teaching.
students replied “sometimes”, teachers sometimes used problem From the total study participants of 319, 38.24% of students
solving method teaching. responded “always”, 41.69% of students replied “frequently”
As shown in table 4.4, it was found that 41.66% of students used. Besides 16.61% and 3.44% of students responded
responded “always”, 20% of students replied “frequently”, “sometimes” and “rarely” used respectively. Meaning that
25% of students responded “sometimes”. But 13.22% of mostly teachers used group work method of teaching.
students responded “rarely”. Meaning that discussion method is
implemented by the majority of teachers. Concerning question and answer method of teaching, 40.12%
Concerning brainstorming method of teaching, 16.61% of of students replied “always”, 30.09% of students responded
students replied “always”, 22.57% of students responded “frequently” and 16.61% of students responded “sometimes”
“frequently”. The majority, 38.24% of the study participants used but the remaining 10.03% of students responded “rarely”
replied “sometimes”, the remaining 15.98% and 6.58% of used.
students responded “rarely” and “not at all” respectively.
As indicated table 4.4, item 7, 25.70% of students responded For demonstration method of teaching, 13.47% of students
“always”, 26.64% of students replied “frequently” used. replied “always”, 35.10% of students replied “frequently”,
The majority of the respondents, 39.18% of students replied 28.21% of students replied “sometimes”. But 15.04% of students
“sometimes” and 15.04 % of students responded ‘rarely” used. replied “rarely” used.
Meaning that sometimes majority of teachers used peer teaching. As indicated table 4.4, for debating method of teaching, 26.64%
of students revealed “ frequently”, 45.14% of students replied
Concerning cooperative learning, 13.47% of students replied “sometimes” used. But 25.07% of students revealed “rarely”
“always”, 8.46% of students responded “frequently” used. used.

Factors Affecting Teachers’ and students Implementation of Active Learning

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 Factors Affecting Implementation of Active learning 1 /Not serious 2 /Undecided 3 /Serious 4 /Most
serious
F % f % f % f %
1. teachers’ tendency to use traditional/ lecture method 26 52 5 10 19 38
2. Shortage of time to practice active learning in 26 52 18 36 6 12
classroom
3. Student’ lack of interest in active learning 18 36 6 12 25 50
4. teachers’ lack of interest in active learning 31 62 6 12 13 26
5. Lack of resources 31 62 19 38
6. Shortage of Time 18 36 13 26 6 12 13 26
7. Large class size 6 12 18 36 25 50
8. teachers’ belief and perception 19 38 4 8 27 54
9. Students’ belief and perception 12 24 10 20 28 56
10. Diversity of students’ interest 25 50 6 12 19 38
11. Some students’ dominance during group activities 12 24 38 76
12. The design of the teaching books 32 64 10 20 8 16

Table 4.5. Factors Affecting Teachers’ Implementation of Active Learning (N=50)

From table 4.5. 52% of teacher responded “not serious”, 38% of As indicated table 4.5, item 7, 50 % of teachers revealed “most
teachers responded “most serious” and 10% of teachers replied series”, 36% of teachers revealed “series” problem to practice
“serious” concerning the accomplishment of teacher’s lecture/ active learning. In contrast to this 12 % of teachers revealed
explanation method of teaching. that large class size was not a series problem to practice active
learning.
From the total study participants, 52 % of teachers replied
“not serious”, 36% of teachers replied “serious” and 12 % of Concerning teacher’s belief and perception, 54% of teachers
teachers responded “most serious” concerning shortage of time revealed “most series” problem and 8 % of teachers revealed
to practice active learning in class room. “series” problem. But 36% of teachers said “not a series”
Besides, the respondents were asked to what extent lack of problem.
students’ interest affect the implementation of active learning. It On student’s belief and perception, 56 % of teachers responded
was found that 50% of teachers replied “serious”, 36% of teachers “series”, 24% of teachers responded “not series” problem. The
replied “not a series” problem. The remaining respondents, 12% remaining respondents were undecided.
were undecided. Concerning diversity of student’s interest, 38 % of teachers
responded “series”. But half of the respondents, 50% said not
For teachers lack of interest in active learning, 26 % of teachers series problem to implement active learning in the class room.
responded “most series”, 62 % of teachers replied “not a series The remaining percent of respondents were undecided.
problem”. Similarly 12% of the respondents replied a series
problem. Concerning students’ dominance during group activity, 76%
As indicated the above table, 38 % of teachers said “serious”, of teachers replied “most series” problem to practice active
But 62 % of teachers said that lack of resource was not a series learning in the class room. But 24% of teachers were undecided..
problem. For the design of teaching books, 64% of teachers replied “not
series” problem to practice active learning in the class room.
Concerning shortage of time, 26 % of teachers replied “most Only, 16 % of the study participants replied a series problem.
series”, 12% of teachers replied “serious” and 36% of teachers The remaining, 20% of the study participant were undecided.
said “not series”. The remaining respondents, 26% were
undecided.

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A child is sleeping while the teacher is teaching. Is active learning implemented?

Factors Affecting Implementation of Active learning 1 /Not serious 2 /Undecided 3 /Serious 4 /Most
serious
F % f % f % f %
1. teachers’ tendency to use traditional/ lecture method 74 23.19 32 10.03 85 26.64 128 40.12
2. Shortage of time to practice active learning in 53 16.61 48 15.04 133 41.69 85 26.64
classroom
3. Student’ lack of interest in active learning 175 54.85 69 21.61 43 13.4 32 10.03
4. teachers’ lack of interest in active learning 27 8.46 58 18.18 112 35.10 122 38.24
5. Lack of resources 98 30.72 66 20.68 96 30.09 58 18.18
6. Shortage of Time 80 25.07 48 15.04 101 31.66 90 28.25
7. Large class size 117 36.67 53 16.61 64 20.06 85 26.64
8. teachers’ belief and perception 43 13.47 48 15.04 149 46.70 80 25.07
9. Students’ belief and perception 85 26.64 58 18.18 106 33.22 69 21.63
10. Diversity of students’ interest 122 38.24 43 13.47 69 21.63 85 26.64
11. Some students’ dominance during group activities 37 11.59 85 26.64 128 40.12 69 21.63
12. The design of the teaching books 170 53.29 43 13.47 106 33.22
Table 4.6. Factors affecting student’s participation in active learning (N=319)
As indicated in table 4.6, 40.12% students revealed “most problem. In contrast to this 8.46% of students replied “not
series”, 26.64% of students responded “series” problem for series” problem. The remaining 18.18% of the respondents were
teachers’ tendency to use traditional/ lecture method. But undecided.
23.19% of students replied “not series” problem. The remaining,
10.03% respondents were undecided. For lack of resources, 18.18% of students replied “most series”,
30.09 % of students replied “series”, but 30.72% of students
From the total respondents, 26.64% of students replied that responded “not series” problem.
shortage of time to practice active learning in class room was the Regarding shortage of time, 28.25% of students responded
“most series” problem and 41.69% of students replied a “series” “most series”, 31.66% of students replied “series” problem to
problem. But 16.61 % of students replied “not series” problem. practice active learning. But 25.07 % of students replied “not
series” problem.
Regarding the students’ interest in active learning, it was found Concerning large class size, 36.67% of students revealed “not
that the majority, 54.85 % of students replied “not series” series”, 20.06% of students revealed “series”, and 26.64 %
problem. On the contrary 10.03 % of students replied “most of teachers revealed “most series” problem to practice active
series” 13.47% of students replied “series” problem. Concerning learning.
teachers’ lack of interest in active learning, 38.24% of students
replied “most series”, 35.10% of students replied a “series” Relating to teachers’ belief and perception, 25.07% of students
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revealed “most series”, 46.70% of students revealed “series” in the class room. But 11.59 % of students replied no dominance
problem. But 13.47% of students responded “not series” among students. Concerning the design of teaching books,
problem. As indicated in the above table, 21.63% of students 33.22% of students replied “series” problem to practice active
responded “most serious”, 33.22% of students replied “serious” learning in the class room, but 53.29% of the study participants
concerning students’ belief and perception about active learning replied not a series problem. The remaining participants were
implementation. But 26.64% of students replied “not series” undecided.
problem. Regarding diversity of students’ interest, 26.64%
of students replied “most series”, 21.63% of students replied 4.3 Analysis of the Data Obtained Through Observation
“series” problem to implement active learning in the class room. The data obtained through classroom observation is presented
However, 38.24% of students replied “not series” problem. below. To accomplish the purpose of the observation, 16
From the above table, 21.63% of students responded “most randomly selected teachers were observed. To collect the data
serious”, 40% of students replied “serious” and 26.64% of checklist were used. The observation was conducted by the
students responded “undecided” concerning the dominance of researcher and the result of observed information were added up
some students during group activities to practice active learning and discussed in the following table.

List of items Yes No

Classroom condition N % N %
Is there enough sitting space for all students? 4 25 12 75
Are the seats movable? 4 25 12 75
Is the classroom layout arranged to facilitate active learning? 5 31.25 11 68.75
Is there enough space for movement between desks? 5 31.25 11 68.75
Is the class size appropriate? 3 18.75 13 81.25
Are the desks arranges in straight row? 1 6.25 15 93.75
Teachers’ Activity N % N %
Arranging students for different classroom activity 4 25 12 75
Clarifying the learning objective 2 12.5 14 87.5
Giving direction about the procedures and activities 2 12.5 14 87.5
Using different instructional methods to implement active learning. 1 6.25 15 93.5
Encouraging students to become active participant 4 25 12 75
The teacher is more active than the students. 12 75 4 25
The teacher is active in explaining, monitoring and describing. 6 37.5 10 62.5
Managing the class for active learning implementation. 4 25 12 75
Using an exercise to elicit students’ ideas knowledge and skill. 5 31.25 11 68.75
Table 4.7 Classroom condition and teachers activity /Number of observation= 16/
As showed in table 4.7, the data obtained from the actual As indicated table 4.7, the classroom observation result showed
classroom observation revealed that the classroom condition and that most of the activities that should be implemented by teachers
seating arrangement is not conducive to put into practice. One were not observed. From the total of 16 observations, more
major problem observed in the classroom was the lay-out of the than 90% of the observed classes did not demonstrate the use
classes. From the total 16 observation, 68.75% of the observation of different instructional methods to implement active learning.
result indicates that the classroom lay-out is not arranged to the This situation was supported with the interview conducted in
smooth functioning of active learning in the classroom. The the actual field work. Accordingly, the interview showed that, a
physical environments of the classroom do not reproduce the number of the teachers confirmed that applying all the activities
required circumstance intended for active learning practices. In in classroom is not easy. This indicates that the teachers
relation to this idea 75% of observation showed the seats were implement the traditional/teacher fronted approach to teaching.
not movable in all the 4 schools. 93.75% of the observation The reasons for not applying the activities mentioned in table
indicates that the desk arrangements were not in straight chain 4.7 may be lack of training on active learning and classroom
but the rest of observation showed the desks arrangements were conditions such as large class size and fixed desks.
straight sequence.

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 Items Yes No
Activities of Students During the Lesson N % N %
Students are participating in problem solving activities 3 18.75 13 81.25
Students are playing roles 4 75 12 75
Students are discussing issues in groups 5 31.25 11 68.75
Students are taking part in peer teaching 4 25 12 75
Students are practicing demonstration 2 12.5 14 87.5
Utilization of Instructional Material N % N %
Are there charts, posters, diagrams? 4 25 12 75
Does the teacher use these instructional materials other than books? 2 12.5 14 87.5
Does the teacher illustrate ideas, concepts or points with the help of different 2 12.5 14 87.5
instructional materials?
Class Evaluation N % N %
teacher gives group work, ask questions gives exercises for the learners 5 31.25 11 68.75
teacher follows up students’ participation and activities 4 25 12 75
Instructor elicits response from learners instead of supplying answers 7 43.75 8 56.25
teacher evaluates students group cooperation 7 43.25 8 56.25
Instructor checks and gives constructive feed back to the students’ work. 5 31.25 11 68.75
Students are listing passively during the lesson. 6 37.5 10 62.5
Table 4.8. Activities of Students during the Lesson, Utilization of Instructional Material and Class Evaluation
The observation result of table 4.8 indicates that 81.25% of active learning and their effort in implementing it. For instance,
Students were not participating in problem solving activities. proved that instructors and students who had a positive attitude
Only 18.75% of students were participating in problem solving towards active learning showed a better effort in implementing
activities. On the other hand the observation showed that students and using active learning than those instructors and students
were not describing the required actions for their own learning. who perceived active learning negatively showed that teachers’
Among 16 observed sessions, only 31.25% of them were attitudes have a great influence in the effective implementation
observed discussing issues in their groups. The main reason for of active learning [24,25]. Concerning with these ideas, sixteen
their deprived participation may be the failure of their teachers statements for the teachers and fourteen statements for the
to use active learning in their respective classes (see table 4.8). students were included in the questionnaires with the aim of
assessing their knowledge or perception of active learning.
At the same time as in table, 4.8 the observation result indicated Hence, it appeared that almost all of the teachers and students
that 87.5% of the observed classes showed, there was no showed their agreement and strong agreement with the
instructional material. But only 12.5% of the observed classes assumption of active learning raised in the questionnaires.
showed, teachers were use instructional materials. Regarding
class room activities, as indicated table 4.8, all classroom The level of their agreement with the assumptions of active
activities were not well performed by the home room teachers. learning showed us that the teachers and the students have
For example, many teachers did not give group work activities, perceived active learning positively. But despite their positive
ask questions or give exercises. Moreover more or less all of the perception, most teachers didn’t practice active learning in
teachers did not follow up students’ participation and activities. their classroom. This is also witnessed during the classroom
According to the observation result, only 31.25% of the teachers observation and discussion with school principals. For example,
check and give constructive feedback to students’ work but the some teachers see themselves as good teachers and therefore
majority of the respondents, 68.75% of the observation indicates see no rationale to change their traditional methods of teaching.
that teachers does not check and give constructive feedback to Regarding to this issue, discussions with school principals
students’ work. revealed that both teachers and students have a positive
perception, even though not at all, towards active learning
5. Discussion methods. Moreover some school principals also mentioned that
In this section of the study, an endeavor is made to give details there is a difference in perception of utilization of active learning
to the results of the study with situation to the vital questions by the old curricular trained teachers and the newly curricular
formulated under the statement of the problem. trained teachers. Accordingly, they added that, while the newly
curricular trained teachers were implementing the active
• Perception of Teachers and Students learning methods, the old curricular trained teachers were
Various research findings confirmed that there are strong mostly reluctant to do so. So that the implementation of active
relationships between teachers’ and students’ attitudes towards learning was not to the level of expectation by all teachers.
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• Practices of Active Learning project works. Students were invited to visit the nearby saving
The collected data showed that, teachers implement active institutions and on the return they replied that they have
learning occasionally in their classroom. The responses of the developed the importance of saving during their reflection.
teachers to question related to their use of active learning were In other instances teachers were on the opinion that their
validated by the responses of the students and school principals. practice of active learning was influenced by work over load.
Students generally tended to agree that teachers use active But in most of the schools, the school principals explained that
learning sometimes. workload is not a problem to implement active learning.

The most frequently practiced learning methods reported by • Teacher’s knowledge on active learning
the teachers and students were group work, discussion, lecture, The practicability of anything is on the basis of knowhow of the
peer-teaching and answer and questioning. These methods were matters. Hence teachers and school principals were asked to what
employed widely, because both teachers and students were extent they know the common active learning methods. One of
familiarized with the methods. But these methods especially, the school principals, from Adengur primary school, replied that
discussion and group work can help to develop only lower level all teachers do not have similar status of “knowhow” of active
of cognitive domain. On the other hand, other active learning learning methods as a result of lack of continuous training on
methods related to higher level of cognitive domain believed to active learning methods in the school. He also said that except
develop critical thinking and problem solving capacity of the some teachers, the majority did not get enough training on how
students were not widely practiced. The majority of the students to implement active learning, even though those who trained
disclosed that these methods were employed rarely. In line with were several years ago facilitated and organized by Dessie
this, Bonweel and Eison noticed that students must do more than College of Teachers Education. Accordingly, all teachers did not
just listen [3]. They need to read, write, discuss or engage in have equal skill and knowledge on the implementation of active
problem solving activities. In authentic active learning, students learning. Recently, we are requesting woldia college of teacher’s
must be engaged in higher order thinking skills as synthesis, education, from where you come to get training. More over the
analysis and evaluation. Again strong relationships between the continuity of training is a necessary condition to practice active
perception of teachers and students established between group learning.
work and discussion. In general, both the teachers and students
agreed that active learning practice takes place sometimes. • Factors Affecting the Implementation of Active Learning
Like any other educational issue in the teaching-learning
To end with, the remaining active learning methods, role-play, process, it is also possible to think that active learning may have
debating, cooperative learning are practiced at irregular intervals shortcomings or constraints during its implementation in the
in the primary schools as depicted in the finding. Based on the real classroom conditions. Of these constraints, the researcher
position of the two groups of respondents and the interview and has selected four most serious possible factors affecting the
observation made by the researchers, it is possible to infer that implementation of active learning in the schools. These factors
the extent of the practice of active learning in the schools is not are Teachers and students tendency to favor traditional/lecture
practical genuinely. An interview made with school principals method, Lack of teaching material resources. Shortage of time.
for the practicability of active learning in the school, one of the Lack continuous and sustainable training on the methods of
school principal responded that:- active learning which are selected on the basis of the responses
Active learning is important not only to the students but also for of the teachers and students. With respect to these problems the
teachers. However during my visit, he said in the learning and two groups of the respondents agreed that these are the major
teaching process sometime in the near past some teachers were problems which are negatively affecting the implementation of
sitting idle on the pretext that students are doing their group active learning. Supporting this fact, Farant explains the effect of
work. But, large numbers of students were talking issues which time [26]. The author stresses that shortage of time limits teachers
were not related to the topic under discussion. The principal and students from implementing active learning in the classroom.
said that despite the government gave undue emphasis on In this study, the teachers’ tendency towards traditional lecture
the implementation of active learning at all levels; there are method is blamed as an obstacle in the implementation of active
wide individual differences in the implementation of active learning by many students and some teachers.
learning. He also added that while some teachers misuse the
active learning methods in pretext that they are implementing With respect to this problem, the two groups of respondents again
effectively, others complain that implementation of active agreed that the tendency of teachers and students to the traditional
learning adds more workload to the teacher and students did not methods of teachers’ explanation or lecture was the major
have a prior knowledge to practice active learning. In general problem negatively Influencing the effective implementation
he said, whatever the magnitude is, there is a great variation in of active learning. In this connection, Zewdu, A. A explains the
the implementation of active learning by school teachers. tendency of teachers to the traditional lecture method [27]. He
stresses that, many teachers perceived teaching as a transmission
On the other hand in schools where active learning methods are process where the teacher transmits knowledge to students and
partially implemented, students are benefited from practicing the students receive that knowledge based on specified official
active learning. For example, the principal from Taytu Bitul syllabus. Sometimes, it is observed that students categorize
primary school explained that students are benefited from teachers who initiated them to practice active learning in the

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class as either not well prepared or incompetent. The question training on the methods of active learning. For many teachers
here is why teachers tend to use traditional method of teaching. and students they realized that active methods of teaching imply
It is observed from their background information that most that mostly group work.
of them did not get training on active learning. Furthermore
teachers believed that the classroom condition and the lack of 6.2 Recommendations
resources force them to prefer lecture method Based on the findings of the study, the researcher would like to
forward the following recommendations for the improvement of
Moreover, even though lecture method is considered as the the practices of active learning.
traditional methods of teaching by many educators, surprisingly,  The result of this study identified that lack of in-service
it is still one of the most widely practiced methods of teaching. training on active learning that hindered the practice of active
The rational they stated as to why they frequently used lecture learning. So, the concerned bodies of the college and Woreda
methods beside others is that they believed that they can cover a education office together must conduct in- service training for
large amount of content within a short/brief period of time. teachers, so that their use of active learning method will be
improved.
Apart from the above mentioned four major factors, the other  Teaching material development also was another problem
one is some teachers were assigned to teach subjects outside in the school. The Amhara Region Education bureau and other
from the area of specialization. For example, for an Open ended stakeholders should give more attention in the process of
question with teachers showed that when teachers are not designing teaching books. In the book preparation, Pedagogical,
available for a particular specialized subject, they are assigned language and subject editors should be involved in the process of
to teach close related subjects. For example at one time because designing of teaching books. Therefore, the book writers should
of the absence of health and physical education teacher, one of include activities, exercises, group works, pair works, debating
them had been assigned to teach physical education. Because of during the design of the books since instructional materials have
this the teacher said that he did not feel comfort to practice active a great role in the implementation of active learning.
learning in the classroom and in the field. This implies that,  The result of this study revealed that the classroom condition,
placing teachers to teach outside in their areas of specialization, that is, the arrangement of seats, to implement active learning
though closely related negatively influence the implementation tends to be low. The major reasons appear to be lack of resources
of active learning. and other teachers and students related factors. Hence, an overall
assessment and discussion is needed between implementers
The other factor mentioned by many primary school teachers to of active learning (teachers and students) to enhance the
practice active learning it that when materials and equipments implementation of active learning.
are insufficient or not available at all. Teachers were asked  Classroom management was one of the observed series
what factor determines them to practice active learning in their problem in the implementation of active learning during the
primary schools. Many of them replied that when the availability actual field work. Hence, the administration of the school and
of materials is scarce or not available at all for students they to the other stakeholders should design and implement a mechanism to
maximum use formal demonstration methods of teaching where monitor the practice of active learning regularly.
the teacher is the major actor while students are the audience.
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