Understanding and practice of active learning among upper primary school science and mathematics teachers
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Resumo
Active learning methods have established significance in the teaching-learning of science and mathematics. This study investigated the understanding, beliefs, self-efficacy, practices, and challenges of active learning among upper primary school (grades 7 and 8) science and mathematics teachers in Ethiopia. Data were collected from 155 teachers drawn from nine schools of Addis Ababa, Amhara, and the Southern Regional States using validated questionnaires and observation. Descriptive analysis was employed to make meaning of the collected data. The result showed that teachers lack to have an appropriate understanding of active learning. But they have shown fairly consistent positive belief and self-efficacy about the outcomes of active learning if they use them in their classes. Teachers believed that they implement active learning to a higher extent. The result further indicated that teachers differ in their understanding, practices, and efficacy of active learning across their gender and educational levels. High teaching load, large class size, lack of teachers' motivation, shorter instructional time, the subject they teach, absence of guidelines for active learning methods at school, and lack of appropriate knowledge and skill of active learning methods were the common challenges reported by teachers. The findings of this study imply that there is a need to enhance teachers' understanding of active learning and to provide continuous support to them to use active learning even in challenging situations.
Dados da obra
- Tipo
- Artigo
- Periódico
- Heliyon, v. 9, n. 6, p. e16854
- Editora
- Elsevier BV
- Ano
- 2023 (2023-06-01)
- Idioma
- en
- Palavras-chave
- active learning; teacher beliefs; teacher self-efficacy; science education; mathematics education; implementation barriers; gender differences; teacher motivation; large classes; teacher workload; Ethiopia
- DOI
- 10.1016/j.heliyon.2023.e16854
- ISSN
- 2405-8440
- Licença
- cc-by-nc-nd
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
WODEYESUS, Kassa Michael et al.. Understanding and practice of active learning among upper primary school science and mathematics teachers. Heliyon, v. 9, n. 6, p. e16854, 2023. DOI: https://doi.org/10.1016/j.heliyon.2023.e16854.
APA
Wodeyesus, K. M., Alemu, M., Desie, Y., Atnafu, M., Assefa, S. G., Regassa, C., Wodaj, H., & Abate, A. (2023). Understanding and practice of active learning among upper primary school science and mathematics teachers. Heliyon, 9(6), e16854. https://doi.org/10.1016/j.heliyon.2023.e16854
BibTeX
@article{wodeyesus2023,
author = {Wodeyesus, Kassa Michael and Alemu, Mekbib and Desie, Yekoyealem and Atnafu, Mulugeta and Assefa, Shimelis Getu and Regassa, Challa and Wodaj, Habtamu and Abate, Abera},
title = {Understanding and practice of active learning among upper primary school science and mathematics teachers},
year = {2023},
journal = {Heliyon},
volume = {9},
number = {6},
pages = {e16854},
publisher = {Elsevier BV},
doi = {10.1016/j.heliyon.2023.e16854},
language = {en}
}RIS
TY - JOUR AU - Wodeyesus, Kassa Michael AU - Alemu, Mekbib AU - Desie, Yekoyealem AU - Atnafu, Mulugeta AU - Assefa, Shimelis Getu AU - Regassa, Challa AU - Wodaj, Habtamu AU - Abate, Abera TI - Understanding and practice of active learning among upper primary school science and mathematics teachers PY - 2023 JO - Heliyon VL - 9 IS - 6 SP - e16854 DO - 10.1016/j.heliyon.2023.e16854 LA - en ER -
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