PERCEPTIONS AND PRACTICES OF ACTIVE LEARNING OF TEACHERS AND STUDENTS IN TEACHING AND LEARNING ENGLISH AT PRIMARY SCHOOLS BY MOLLA MUNIE AUGUST 2017

MOLLA, MUNIE

dc.contributor.author	MOLLA, MUNIE
dc.date.accessioned	2017-10-30T10:23:50Z
dc.date.available	2017-10-30T10:23:50Z
dc.date.issued	2017-10-30
dc.identifier.uri	http://hdl.handle.net/123456789/8182
dc.description.abstract	Abstract The purpose of this study was to investigate second cycle primary school EFL teachers’ and students’ perceptions and practices of active learning and to identify factors affecting the implementation of active learning in Finote Selam second cycle primary schools. Systematic sampling was employed to choose participant students and comprehensive sampling technique was also used for teachers. One hundred twenty sample students from the population and five teachers participated for this study. This study employed questionnaires for both teachers and students. The questionnaires with five point scales were used to gauge teachers’ and students’ perceptions and the other part of questionnaires consisted of Likert scale of frequency was used to gauge the practices of teachers and students in the actual classroom. The questionnaires were piloted. The computed reliability of the instruments was 0.73 and 0.72. Classroom observation and interview were also used to collect data. Three EFL teachers (one from each school) were observed twice while teachers were teaching in the actual classes. In addition, unstructured interview questions were prepared and conducted with three teachers and three students. The data were analyzed using frequency, percentage and mean. The findings of the study revealed that both teachers and students perceived active learning positively. Even though they had good perceptions towards active learning, their practices were low/ unsatisfactory. The main factors affecting the effective implementation of active learning methods were large class size, shortage of time, lack of interest for teachers and students in using ALM and lack of skills for teachers in using ALM as well as teachers’ tendency to use lecture method. Based on the findings, the researcher recommends that stakeholders can make the best use of second cycle primary school EFL teachers’ positive attitude to give trainings to further strengthen teachers’ positive attitude and maximize the practices of active learning in the study area. III TABLE OF CONTENTS CONTENT PAGE Acknowledgements ............................................................................................................. I Abstract .............................................................................................................................. II	en_US
dc.language.iso	en_US	en_US
dc.subject	english	en_US
dc.title	PERCEPTIONS AND PRACTICES OF ACTIVE LEARNING OF TEACHERS AND STUDENTS IN TEACHING AND LEARNING ENGLISH AT PRIMARY SCHOOLS BY MOLLA MUNIE AUGUST 2017	en_US
dc.type	Thesis	en_US