The main purpose of this study was to examine whether Mathematics and Sciences textbooks of upper primary schools in Amhara Region are prepared to promote learner-centered learning and to show teachers' perception and actual classroom practice in promoting learner-centered learning. The data were collected through content analysis technique, interview, questionnaire, and classroom observation checklist. The data obtained from the content analysis and interview were analyzed mainly using percentages in qualitative way, while the data obtained from the questionnaire and classroom observation checklist were analyzed using different types of statistical techniques such as percentages, t-test, ANOYA and correlation in both qualitative and quantitative ways. Findings of the study show that, textbooks of grade 7 and 8 Mathematics and Physics did not adequately incorporate topics that reflect students' varied interests. In contrast to this, grade 7 and 8 Biology and chemistry textbooks have adequately incorporate topics that reflect learners' interests. Grade 7 and 8 Biology, Physics and Chemistry textbooks for grade 7 have adequately reflect real life problems that are relevant to the learners' life experiences, while grade 7 and 8 Mathematics and Physics and Chemistry textbooks for grade 8 have poorly reflect real life problems that are relevant to the learners' life experiences. Topics which connect new learning to prior learning were poorly treated in grade 7 and 8 Mathematics textbooks, grade 7 Chemistry and grade 8 Physics textbooks, while moderately treated in grade 7 and 8 Biology textbooks, grade 8 Chemistry and grade 7 Physics textbooks. All textbooks under study were ill equipped in incorporating omissions to be found out by the learners and topics which include tasks, activities, exercises and questions which make learners to involve in higher order thinking. The entire textbooks under study invite learners to find out information by reading notes. The presentation and organization of content/topics is limited to simple remembering and comprehending texts and no room for the involvement of learners in constructing knowledge. Contents that include a variety of process (open-ended) questions were treated inadequately (poorly) in all textbooks except in Physics textbooks for grade 7 and 8 where topics incorporating a variety of process (open-ended) questions were treated adequately. Despite the majority of the teachers claim that they have good perception in promoting learner-centered learning, the classroom observation revealed that teachers were found ill-equipped in applying the features of learner-centered learning according to the checklist based on the four lesson components. There is a mismatch between teachers' perception of learner-centered learning and their actual classroom practices. On the basis of these findings, the inadequately/poorly treated and completely missed topics that include features of learner-centered learning should be given proper consideration during curriculum revision of the textbooks of the subjects of under study. Besides, there seems to be a need for providing training for teachers in order to enhance their competencies related to leaner-centered approach

In Partial fulfillment of the Requirements for the Degree of Master of Education in CURRICULUM STUDIES