Assessing Teachers’ Awareness and Knowledge in Implementing Active Learning Strategies in Large Classes of Secondary Schools: A Case Study of Kola Tembien and Abiyi Adi Districts, Central Zone of Tigray

Abstract

The main purpose of the study was to understand teachers‟ awareness and knowledge in implementing active learning strategies in large classes‟ of secondary schools. In conducting this research, a mixed approach; quantitative supported by qualitative methods were employed. The study was conducted in five general secondary schools found in Kola Tembien and Abiyi Adi districts of Central Zone of Tigray. Data were collected from a total of 222 secondary school teachers, 5 principals, 5 vice principals, 2 supervisors and 2 education officers. Census sampling method was employed to determine the number of research respondents. Questionnaire, observation, interview and document analysis were used for collecting data. Accordingly, quantitative supported by qualitative methods of data analysis were employed to analyze the data. Hence, frequencies, percentage and mean scores were used to analyze quantitative data. However, qualitative data were analyzed using narrative methods of analysis for the purpose of triangulation. Research findings have shown that secondary school teachers didn‟t obtain adequate pre-service and in-service training opportunities. Consequently, awareness of teachers was found low in practicing active learning strategies. Besides, teachers lack the required knowledge and skills for practicing active learning. Research result has reported that; provision of support by education officials for teachers and school leaders were identified very low. Moreover, it was revealed that; large class size and teachers‟ attitude towards using active learning strategies were found the most serious factors that inhibit the practice of active learning strategies. To improve the gaps; it was recommended that secondary school teachers should obtain adequate training opportunities. Consequently, teachers would create the necessary awareness and develop positive attitude towards using active learning strategies. In addition, school leaders should boost preparing school based training opportunities and provide the training according to the gaps. Moreover, it was recommended that teachers should practice active learning methodologies effectively. Lastly, education official should equip secondary schools with available resources for teachers to properly practice active learning techniques. Besides, it has recommended that education bureau, districts education offices and NGOs should work in collaboration with the Local community to mobilize funds so as to construct classrooms. Finally, researchers are recommended to conduct intensive studies on areas of implementation of active learning strategies particularly in Tigray region.