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International Journal of Education
Published by Universitas Pendidikan Indonesia
ISSN : 19781342     EISSN : 24424730     DOI : -
Core Subject : Humanities, Science, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences
Welcome to the International Journal of Education (IJE) website. IJE (eISSN: 2442-4730 and pISSN: 1978-1342) is the first open access and double-blind peer-reviewed international journal managed by Universitas Pendidikan Indonesia, which exclusively focuses on education. This first international journal is a part of the University’s strong commitment to education, which is expected to be the medium for the exchange of ideas, knowledge, information, and technology among experts and practitioners of education. International Journal of Education aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education.
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Articles 11 Documents
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Search results for , issue "Vol 10, No 2 (2018): February 2018" : 11 Documents clear
PERCEPTIONS AND PRACTICES OF EFL TEACHERS IN IMPLEMENTING ACTIVE LEARNING IN ENGLISH CLASSES: THE CASE OF THREE SELECTED SECONDARY SCHOOLS IN DAWRO ZONE, SNNPRS, ETHIOPIA Mulatu, Mebratu; Bezabih, Woldemariam
International Journal of Education Vol 10, No 2 (2018): February 2018
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v10i2.8461

Abstract

The purpose of this study was to investigate teachers’ perceptions and practices of active learning in EFL classrooms in three selected secondary schools in Genna Bossa Woreda of Dawro Zone, SNNPRS. To conduct the study, a descriptive survey design was employed. A total of 12 teachers and 60 students of the high, medium, and lower achievers participated in the study through availability and purposive sampling technique. The study was complemented by mixed methods approach with data collection tools such as observation checklists, questionnaires, and interviews. The quantitative data were analyzed using frequency, percentage, mean, and grand mean and the qualitative were analyzed thematically. The findings of the study revealed that most of the respondents have perceived active learning positively. In spite of their good perceptions, their practices of active learning were low/poor. The major factors affecting the effective implementation of active learning were large class size with fixed sitting arrangement, inadequate teacher training, tendency of focusing on teacher-centered method, and time scarcity. Finally, it is recommended that responsible bodies rearrange the conditions and facilitate necessary inputs for the implementation.

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