ENGLISH TEACHERS’ PERCEPTIONS AND PRACTICES IN IMPLEMENTING ACTIVE LEARNING AT SIDAMA REGION SECONDARY SCHOOLS OF ETHIOPIA

Abstract

The purpose of this study was to investigate teachers’ perceptions and practices in implementing active learning. The study employed a convergent parallel mixed-methods design. The participants were grade 11^th English teachers selected at five public secondary schools in Sidama Region of Ethiopia. They were selected in a single-stage cluster sampling technique. A questionnaire, classroom observation, and an interview were employed to collect data. The questionnaire data were collected from 52 respondents and analysed quantitatively. On the other hand, classroom observations and interview data were collected from the same 8 teachers. They were selected by using criterion sampling giving priority to their qualifications and experience. Interview data was collected to the data saturation point and analysed qualitatively using the grounded theory method. The grand mean value of the questionnaire (4.18) suggested that most of the teachers had positive perceptions of active learning. Nevertheless, their practices (3.00) in implementing the techniques are not up to the requirements. The results of simple linear regression analysis, R Square (=.087), showed that 8.7% of the implementation of active learning depends on the perceptions of the teachers. This result further suggests that English language teachers need to further develop their awareness of the active learning techniques and their use in delivering most English language lessons.