The Implementation Of Active Learning Strategies In English Classes: Arboye Secondary School In Focus

Abstract

The purpose of this study was to investigate the implementation of active learning strategies (ALS) in Arboye Secondary School of Eastern Arsi zone of Oromia. The study sought to find out the extent to which teachers and students implement ALS in English classes, to distinguish the dominant strategy used in English classes and the main factors that affect the its proper implementation in the school. In order to achieve this purpose, a descriptive survey design was employed along with quantitative and qualitative research methods. With this respect, teachers, students and school directors were the sources of data for the study. The data gathering instruments were questionnaires, interview and classroom observation. The questionnaires were disseminated to 80 students and five teachers. In addition, an interview was made with 15 students, five English teachers, and two school directors. Furthermore, observation was made in five sections of grade nine and ten. The data obtained through questionnaires were quantitatively analysed and interpreted in light of available literature whereas the information obtained through interview and observation were qualitatively described to supplement the quantitative data. The results of this study revealed that the extent to which teachers and students implement active learning strategies in English classes was found to be unsatisfactory and low. Teachers used dominantly the traditional teaching method (the lecture) and students remained passive recipient of knowledge throughout the entire period. Students have hardly spoken, discussed, read, written, debated, brainstormed, asked, and played a role in the English classroom settings. Moreover, the study revealed that teachers’ and students’ tendency to prefer traditional lecture method, students’ poor background knowledge and negative attitude towards their learning, lack of adequate teaching resources and shortage of time to cover the portion, large class, lack of teachers’ commitment, insufficient training and workshops of teachers on ALS, inaccessibility of facilities and teachers’ high workload were among the main factors that hindered the implementation of active learning strategies in Arboye secondary school. Finally, based on the findings, some major recommendations were formulated.