The Classroom Practices of Learner-Centred Approach in Second Cycle Primary Schools of Addis Ababa

Ayalew, Tirualem (2003) The Classroom Practices of Learner-Centred Approach in Second Cycle Primary Schools of Addis Ababa. Masters thesis, Addis Ababa University.

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Abstract

This study was carried out with the purpose of exploring the existence of studentcentred methodology in the teaching-learning practices of grade seven classrooms of Addis Ababa region. To answer this general research inquiry, the investigation tried to find out: i) Whether or not student-centred methods are being implemented in the classrooms, and ii) Whether or not the teachers have the necessary preparation in terms of skills as well as attitudes to be able to practise the methodology. The study was conducted in six second cycle primary schools-four government and two non-government ones. The sample schools were selected based on random sampling as well as on purposive sampling techniques. Teachers' questionnaire was administered to all the grade seven English and Mathematics teachers in the six schools. Only six English language and six Mathematics classroom sessions in four of the six schools were recorded by videotape. The results of the study indicate that almost no student-centred instructions are implemented in the classroom. The findings also suggest that the teachers in the study lack the necessary skills for applying student-centred methodology. Although teachers seem to have some clear and positive views about what is good and bad classroom behaviour to promote learner-centred approach, there is still a mis-match between what they believe and what they do in practice. The teaching-learning materials as well as the physical layouts of the classrooms were also found to be not suitable for practising and promoting student-centred methodology. Finally, based on the above findings, some recommendations have been forwarded mainly with regard to giving pre-service and in-service training of all teachers in matters of how to implement the methodology in question. It has also been suggested that textbooks should include explicit tasks and activities that promote more student-centred education. The results showed that a good number of the comments revolved around issues of clarity, style, and form, whereas lesser number of the comments were to do with issues of reorganisation, provision of more and/or less information. Moreover, it was observed that quite a good number of the comments were either too general to follow, or too strong or harsh, and did not teach or help the students to overcome their writing difficulties. On the other hand, however, significant number of the comments seems to have met the students' preferences to a certain extent. Based on the finding of the study, some possible recommendations are suggested.

Item Type:	Thesis (Masters)
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions:	Africana
Depositing User:	Vincent Mpoza
Date Deposited:	27 Nov 2018 13:05
Last Modified:	27 Nov 2018 13:05
URI:	http://thesisbank.jhia.ac.ke/id/eprint/7752

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