Acknowledgement
Above all, I would like to praise the Almighty God who make all things possible through his
Son Jesus Christ and who make us successful. Next I would like to express my sincere
gratitude to ShambuCollege of teachers’ education to make this research became successful.
Finally I would like to express my thanks to all Shambu college of teachers education
society and my respondents.
1
1. Introduction
Active learning methods are merely tools to achieve the important goal of allowing students
opportunities to think. The key concept in active learning is that knowledge cannot be transferred;
information is transferred but knowledge is what is created when a student thinks about the
information. Active learning method is the method that encourages the participation of students and
also students learn best when they experience something for themselves not just read or hear about it.
A learning style is the way in which I respond and use different types of stimuli in my learning.
According to many educators and my day to day activity, learning is a permanent change in behavior
which exhibited through action and knowledge. But learning by itself is affected by different factors
external and internal in general.
1.1 Statement of the problem
Different evidences show that the majority of schools, colleges and universities still teach their classes
in the traditional lecture methods. Shambu College of teacher education as one of these institutions
there is also a traditional approach of teaching. During peer observation on the training of the
researcher from personal judgment and informal discussions in the area of active learning methods I
observed that there are factors that are affecting the implementation of active learning methods at my
college level. If these factors are not identified and measure actions are not taken timely, the intended
objectives set at the college or national level may not be achieved effectively. Therefore this research
is aimed to answer the following questions.
1. What are the major factors that affect the implementation of active learning methods at
Shambu College of teacher education?
2. What are the possible solutions to effectively implement active learning methods?
2
1.2 Objectives of the study
The objectives of the study are:
To identify factors which are affecting the implementation of Active learning
methods in my college?
To find possible solutions on how to tackle / minimize those factors affecting the
implementation of ALMS
To maximize student learning progress.
1.3 Significance of the study
Since this action research set out to investigate factors affecting the implementation of active learning
methods, this study has the following significances.
It creates awareness on factors that are affecting the implementation of active learning
methods and thus, could be used to take remedial actions to improve the implementation of
active learning methods based on the findings of the study.
It improves the way teachers implement active learning methods and students learning which
in turn increases the performance of the students.
It generates useful information for teachers to combat those factors affecting the
implementation of active learning methods.
It could also be used as a baseline for those researchers who want to conduct further action
research.
1.4 Delimitation of the study
The scope of the study is delimited to Shamu College of teacher education to make it more
manageable.
1.5 Limitation of the study
While I am dealing with my research I faced the following constraints.
Lack of reference materials
Lack of sample research which used as a baseline
Time constraints are the major limitations
3
2. Research Design and Methodology
The research design is a descriptive type of study utilizing survey method.
2.1. Data Sources
For the purpose of this study first hand information was used to investigate accurate and reliable
evidence. With this in view primary sources were gathered from concerned bodies involved directly
with the situation to solve immediate educational issues. Hence, it relies on actual observations and
experiences.
2.2 Data collection instruments
For data collection I employed the following data collecting instruments.
2.2.1 Questionnaires
Questionnaires developed and administered to teachers and students. These questions
included both close and open ended which included issues about active learning methods
and factors affecting the implementation of active learning methods.
2.2.2 Observation checklist
A series of observation checklist was adopted from THE RESEARCHER classroom
observation to observe the actual implementation of active learning methods in the
classroom.
This observation checklist is used to cross check those information collected using
questionnaires.
2.2.3 Focus Group Discussion
To cross check the information collected using different tools and to increase the reliability of the
research focus group discussion was made with the concerned bodies.
Therefore for this purpose a series of points were developed and discussion was made.
3. Population of the study
The population of the study is Shambu teachers college students and teacher educators.
4
3.1 Sample size and sampling techniques
Because of the time constraints and the work load on us the action research was purposely
conducted on only two sections of the student teachers in Shambu teachers college. It is clear
that the learning approach of natural science and non-natural science students are in some
cases not similar. Due to this one section from each first year natural science and non-natural
streams was purposely decided to be selected to conduct the action research.
Using simple random sampling technique Generalist focus from natural science and social
science focus from non-natural science streams were selected for the study. Using systematic
sampling I selected 30 students from the total population of 95, 17 students from Generalist
focus (from 53) and 13 students from social science (from a total of 42). This was made by
dividing 95 by 30 which is approximately equal to 3 and beginning with the one with
number 3 students whose numbers on the attendance a multiple of 3 are taken for samples.
I selected 30% of our teachers which are 6 in number. The teachers are purposely selected.
The reason is to include those teachers who teach both the sections under discussion.
Finally for focus group discussion I have purposely selected 7 individuals. Two students one
from each class under discussion those who are working on the students result improvement,
the academic dean and the 4 stream heads are selected. Since these individuals, are working
on academic issues directly or indirectly I purposely included in focus group discussions.
4. Methods of Data Analysis
Both primary and secondary data collected were analyzed quantitatively and qualitatively.
Quantitatively percentage was employed to show how much the experience is from 100%.
Those responses that are required explanation and justifications from the respondents were
analyzed quantitatively. In my research more responses were also analyzed qualitatively,
because the questionnaires are not choices and ratings rather explanations.
5
4.1Data Analysis and Interpretation
Table 1. Response of the students concerning their experience of student centered approach before
they joining college
Number percentage
Yes 27 90
No 3 10
Total 30 100
As shown in the table above majority of students (90%) had experience of student centered
approach, while only few students (10%) had not experienced in student centered approach
before they are joining the college.
From this one can conclude that majority of the students have an experience of student
centered approach while few of them still familiar with the traditional approach of teacher
centered.
Table 2.Response of students concerning their interest
Number percentage
Student centered 28 93.4
Teacher centered 2 6.6
Total 30 100
As indicated in the table above majority of the students (93.4%) interested learning through
student centered approach and only 6.6% of them interested in a teacher centered approach.
From this one can deduce that majority of the students interested in the student centered
approach rather than the traditional approach. This may shows us as there is a paradigm shift
from the traditional teacher centered approach to the student centered approach.
3. Response of the students why they are more interested in student centered approach
6
Majority of the students were stated the following reasons.
It helps them to gain more skills through exercising
It promotes learning by doing
It increases independency and self confidence
They can relate learning to their real life situations
It makes them to actively participate
It gives chance to express their views, ideas and feelings
Provides the ability to solve problems
Increases motivation of the students
Increases their creativity
Only very few students those interested in teacher centered approach expressed they expect
that teacher is more knowledgeable, has more experience and provide them with notes.
From this I can conclude that the students’ awareness on the importance of student centered
approach rather than the teacher centered approach.
Table 4. Responses of the students concerning the question who deal with more activities in
the classroom
Number of respondents percentage
Student 18 60
Teacher 12 40
Total 30 100
The above table shows as more than half of the students responded that more of the activities
performed by the student themselves during the lesson and nearly half of the students
responded that more of the activities during the lesson performed by the teacher. From this
one can draw a conclusion that much work is expected from teacher educators to replace the
traditional approach by the new methodology.
7
5. Responses of the students concerning those factors which are negatively affect their
participation.
The following factors are repeatedly mentioned by the students as those factors negatively
affect their participation
Thinking that what they respond may be wrong
Fear of the teacher to ask points which are not clear for them
Shyness
Lack of self confidence
Lack of experience
Scarcity of teaching-learning materials such as reference books, modules and library
The classroom is not conducive for active learning process
Lack of preparation/readiness of the students
Large class size
Inappropriate sitting arrangement (unmovable chairs)
Some teachers are not involve all the students while they are teaching
Lack of interest and initiation of students
The module is not invite for variety of active learning methods
Absence of reference materials which are prepared in Afan Oromo
6. Possible solutions which are proposed by the students to curb those factors which are
negatively affect their participation.
Motivating the students so that they can participate
Letting the students to exercise different activities so that they increase self-
confidence and minimizes fear
Fulfilling necessary teaching-learning materials
Distributing modules in 1:1 ratio
Making preparation from both sides’ teachers and students.
Rearranging seats of the students (replacing by movable chairs)
Minimizing number of the students in the class
8
Providing guidance and counseling for the students
Giving them chance to freely participate
Enriching the module with variety of activities
4.1.1. Responses of the teacher educators
1. Responses of teachers concerning the use of lesson plan regularly
Number of respondents percentage
yes - -
No 6 100
Total 6 100
The above table reveals that none the teacher used lesson plan regularly. Without planning
the implementation of variety of active learning methods are unthinkable.
Therefore from this one can conclude that the successful implementations of active learning
methods are under question.
2. Responses of teachers regarding their address of active learning methods in their lesson plan.
Responses Number of respondents percentage
yes 4 66.7
No 1 16.7
sometimes 1 16.7
Total 6 100
The above table shows us majority of the teachers (66.7%) addressed active learning methods
in their planning, 16.7% is not addressed and 16.7% addressed sometimes. From this one can
conclude that even though majority of the teachers addressed and implemented active
learning methods in their planning more work is expected to enrich the remaining teachers
to address and implement active learning methods in their lesson.
9
3. Responses of teachers concerning their implementation of active learning methods
regularly
Responses Number of respondents percentage
yes 3 50
No 2 33.33
sometimes 1 16.7
Total 6 100
As shown in the table above half of the teachers (50%) implemented active learning methods
regularly while 33.33% did not implemented and 16.7% implemented sometimes.
This indicates that active learning methods are not fully implemented as intended.
4. Reasons of those teachers who did not implement active learning methods
Those teachers who did not implement active learning methods stated the following factors.
Nature of the courses (it is more of theoretical and vast )
Background of the students(they more attracted to lecture method)
Lack of interest by the students
Inappropriateness of the classrooms and seats
Lack of preplanning and preparation
The enforcing of administration to finish all the contents
5. Responses of teachers concerning how many different active learning methods they use per
week.
Responses Number of respondents percentage
1-3 1 16.7
3 1 16.7
4-6 1 16.7
6 1 16.7
8 1 16.7
5 1 16.7
10
Total 6 100
The above table shows us the amount of active learning each teacher used per week during
their lesson. From this one may conclude that a variety active learning methods did not used
by the teachers. Because the use of a variety of active leaning methods are important to make
the lesson successful.
6. Responses of teachers regarding as their students’ positive attitude towards active learning
methods.
Responses Number of respondents percentage
yes 5 83.33
No 1 16.7
Total 6 100
From the above table one can conclude that majority of the teachers (83.33%) responded that
their students have positive attitude towards active learning methods while only 16.7% of the
teachers responded as their students have negative attitude towards active learning methods.
From this one can deduce that the students have positive attitude towards learning actively.
7. Reasons of those teachers who responded their students have negative attitude towards active
learning methods.
Students background(they expect more from teachers)
Problem of sitting
Students assume teachers as a sources of knowledge
They lack interest when activities are simple and not varied.
8. Responses of teachers concerning the problems they face while they are implementing active
learning methods.
Lack of interest by the students
Lack of awareness by the students about active learning methods and its importance
Dominance by few students while they are performing different activities
Problem of seats
11
The module does not invite the students for different active learning methods
Overloading of the teachers for further planning and preparation
Vastness of some modules
9. Responses of teachers regarding factors which hinder the implementation of active learning
methods
o Past experience from both teachers and students
o Large class size
o Problems related to students seat
o Dominant behavior of some students
o Scarcity of teaching- learning resources
o Large content of some courses
o Overload (preparing for different courses at the same time)
o Attitude of teachers, students and administrators
4.1.2 Analysis of observation checklist
While I am observing classrooms by using observation checklist the following are found.
The activities performed by students are not well organized
Implementation of some active learning methods were seen but the activities are not
included variety
More of the activities are dominated by fast learners ,therefore some of the students
participate actively and the lesson is not much inclusive
The objectives of the lesson is not communicated to the students
During the assessment only few students try to respond to what the teacher asks them
and only few students try to ask what is not clear for them
Therefore from this classroom observation one can draw a conclusion that active learning
methods are not reaching its goals as intended and planned.
12
4.1.3Analysis of Focus Group Discussion
Issues like the status of implementation of active learning methods, obstacles to fully
implement and possible solutions were raised and discussed.
They raised the contribution of the implementation of ALMs in my college and though
changes are observed it is not as expected. The group rose as there are some factors that
affected the implementation of ALMs in my college. These are:
Classroom related problems like narrowness, large class size
Background of teachers and students-their experience is more attached to the old
method of teaching
Shortage of resources such as library, laboratory, modules and reference books
Problem of seats such as fixed chairs
The way the module prepared does not invite for ALMs implementation
The focus of many student is to score good grade rather than achieving knowledge
Expectation of students teachers as sources of knowledge
Overload of teachers. That is preparing for two or three courses
The focus of the teachers to complete the portion rather than implementation of
ALMs.
5. Possible solutions proposed by the group
Minimizing number of students in a class to manageable size
The college has to work in arranging different training like the researcher, Providing
necessary materials for teaching-learning and creating conducive environment for
learning
Supporting and motivating teachers to conduct research
Teachers should preplan to implement ALMs
13
Rather than teaching for completion of courses, teachers have to apply a variety of
ALMs which are both important for completion of courses and students learning
progress
Conclusion
Based on the data gathered using different tools I drawn the following conclusion:
In my college active learning methods were not fully implemented as it was intended
The following major factors were identified as hindrance of the full implementation
of active learning methods
Large class size
Inappropriate seats (fixed chairs)
Lack of pre- planning and well preparation
Overload of teachers (preparing for two or three courses at the same time)
Students background(they expect more from teachers)
Scarcity of modules (most modules are not in 1:1 ratio)
Lack of reference materials (especially which are prepared in Afan Oromo)
Teachers were focus more on completion of the portion
The way the modules prepared was not comfortable (lack of activities)
Recommendations (Action strategies)
Sharing the findings for the teachers
Awareness creation for both teachers and students
Continuous counseling and guidance for the students
Working in collaboration with the concerned bodies, like college administrators
Pre-planning and well-preparation
Conducting in staff training and experience sharing.
14
