The intention of educational authorities in different level is to implement active learning in Educational institutions including higher education institutions. Consequently, the need for this research was to examine the Practice and challenges of active learning: practical implications in Gambella University. The objective of researcher to undertake this research was to identify whether his on the right track in his teaching and to examine the practice and challenges of active learning practical implication. In order to achieve the objectives of the action research, the researcher has collected primary data directly from the class students to obtain tangible data from respondents. The researcher used questionnaire to collect quantitative data from 30 students which incorporates 50% of the class. The researcher was used both close-ended and open-ended questionnaire for this study. Since there is no previous research study conducted concerning the practices and challenges of active learning in the under consideration, the proportion of a target population was taken from 3rd year management department students. The finding depicts that  most of students are not interested in active learning method, Students are in high satisfaction in their existing entrepreneurship learning, The respondents are very interesting in individual learning rather than group or cooperative learning, Most of students are interested in lecture method learning maximum  number of students were agree that the existing lecture speed of presentation was fast, More than half of the respondents were agree that the existing way of  teaching entrepreneurship was understandable. And Maximum number of students were agreed that the existing evaluation technique can measure students’ performance.

The main purpose of this study was to examine the effects of intrinsic predictors, teaching style, and extrinsic predictors and challenges of male and female 10th graders’ academic achievement in Harari National Regional state. The population of the study were students from Abadir secondary school, Shakib secondary school, and Harari senior secondary schools. The samples (n = 104) were selected using cluster sampling technique from eight secondary schools in the region. Reliability tests indicated acceptable coefficients (0.72, 0.85 and 0.82) for the three domains of the questionnaire. Descriptive and inferential statistics were used to analyze the data. The findings show that student-centered teaching approach is the most robust predictor of academic success. Some of the variables in the study indicated poor predictive power, some indicated moderate, and others showed high predictive power over students’ academic achievement. The findings are insightful in that they reveal why some students succeed in tasks, why some give up easily, and why some other students persist. It is recommended that teachers adopt a learner/student-centered teaching method to enable their students to develop self-sustaining approach in order to maintain a lifelong enthusiasm for their future learning. The findings have implications for curriculum experts who can transform their routine approach to general education curricula in such a way as to inspire and change students’ personal, moral, emotional, psychological and behavioural adjustments towards academic success.

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