An Investigation In Teachers’ Perceived And Actual implementation Of Active Learning Strategies In English Classes Of The Two Secondary Schools In Bure Woreda

Abstract

The purpose of this study was to identify perceptions of teachers’ and students’ in the use of active learning strategies, to identify reasons for EFL teachers and students favoring lecture method more than active learning and to explore the current implementation of ALS in Bure Woreda secondary schools. To achieve these purposes, the study adopted descriptive research study in which both qualitative and quantitative methods of studies were employed. Stratified random sampling was used for selection of students and availability sampling was used for selection of English teachers. A sample of 135 students and four English teachers from the two sample schools were included in the study. A questionnaire was prepared and distributed to a sample of 135 students and 132 copies were returned. Besides, interview was conducted with four English teachers and then the teaching learning process of four classes was observed. Then, the quantitative data was analyzed using, percentage, frequency and mean and the qualitative data was interpreted with narrative statements. The findings of the study revealed that lecture method and group discussion are teaching learning methods frequently used in English class. Teachers and students are aware of the importance of ALS but have perceived its application negatively. In spite of their good awareness, their practices and implementation of active learning were low. Among the factors affecting the effective implementation of active learning; teachers’ and students’ tendency to lecture method because of their negative perception, teachers’ lack of right skill on using ALS, lack of enough instructional material and large class size were the major ones. Finally, recommendations were forwarded based on the major findings so as to minimize problems encountered and maximize the implementation of active learning.