Implementation Of Learner Centered Approach In Chemistry Lessons:The Case Of Preparatory Schools Of East Wollega Zon

Abstract

The focus of this study was to investigate the degree of implementation of learner-centred approach and the major challenges or constraints which can affect the implementation of learner centred method in chemistry, in selected preparatory schools found in East Wollega Zone. The research design used for this study is descriptive survey and the sampling technique employed for the study is simple random sampling technique for students and available sampling technique for teachers and school administrators. The study used 262 students, 20 teachers and 8 school administrators from four preparatory schools found in three Woreda of East Wollega zone. The collected data were analysed using both quantitative and qualitative techniques. To collect the necessary data for the study questionnaire, interview and focus group discussion were employed as the main data collecting tools. The quantitative data was analysed using mean, standard deviation, one way ANOVA and regression analysis. As the study revealed that the degree of implementation of learner centred approach was low. Most teachers used the lecture method of teaching in chemistry lesson. Some of the challenges inhibit the implementation of this methods are lack of adequate school facilities like presence and implementation of laboratory, library and ICT centres (β=0.715), curriculum prepared for grade level (β=0.45), lack of teachers training and awareness (β=0.41) and class size (β=0.214) respectively affects more than other factors in chemistry. Finally based on the above findings some recommendations have been recommended.