The Implementation of Active-Learning Methods of Geography in the Ethiopian Colleges of Teacher Education

Abstract

The purpose of this study is to investigate the implementation of active learning methods in teaching geography in Ethiopian Colleges of Teacher education. The main focus is to elucidate that active learning method offer an enjoyable and exciting learning environment. Pertinent paradigms, such as constructivism and positivism were entertained. The mixed-methods research design with concurrent embedded design was used. Quantitative method is the method that guides this study and the qualitative method is used as a secondary supporting role. Four colleges from three regions of Oromia, Amhara, South Nations and Nationalities, and one Administrative City Council (Addis Ababa) were randomly selected. Six lecturers (24 in total) from each college were purposively selected for the study. A random sample of 632 students participated in the study. Questionnaires
were used for the 632 students and 24 lecturers. In-depth interviews were also conducted with eight randomly selected lecturers. The result of the study indicates: lecturers’ tendency to maintain the traditional (lecture) method, insufficient pre-service and in-service training, large class sizes, lack of administrative support, scarcity of resources and absence of guidelines and some others. Some of recommendations in respect of the area of the concern are: Curriculum policy makers should understand the need to integrate active learning more and to encourage the culture, the psychosocial environment, the socio-economic circumstances of the students and the lecturers need to use a combination of teaching approaches to stimulate the students’ learning by means of different active learning methods and learning styles.