Understanding and practice of active learning among upper primary school science and mathematics teachers

Michael, Kassa; Alemu, Mekbib; Desie, Yekoyealem; Atnafu, Mulugeta; Assefa, Shimeles; Regassa, Challa; Wodaj, Habtamu; Abate, Abera

doi:10.1016/j.heliyon.2023.e16854

Cited by 3 publications

(2 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However. These findings were in line with Michael et al (2023) who concluded that teachers lack to have an appropriate understanding of active learning and they teachers differ in their understanding, practices, and efficacy of active learning.…”

Section: Discussionsupporting

confidence: 89%

Role of the Teacher in Active Learning: Efl Teachers’ Perceptions, Practices and Challenges of Implementation

Telore,

Damtew

2023

Celtic

View full text Add to dashboard Cite

The current study was mainly aimed at exploring teachers’ perceptions, practices, and challenges of implementing their role in active learning. The total population of the study were 37 English language teachers in Kambata Tembaro Zone, Ethiopia. Data for the study were collected via a questionnaire and focus group discussion. The data collected via a questionnaire were analyzed quantitatively by using statistical package for social science and qualitative method of analysis was applied for the data gathered via focus group discussion. The findings of the study revealed that teachers lack clear understanding of their role in active learning and they were not properly accomplishing it in teaching the English language. Knowledge, skill, and aptitude gaps among teachers and students and unsuitable school environments were reported as major challenges affecting the implementation of active learning. Awareness creation and capacity-building workshops were recommended for the teacher and students to improve the implementation of active learning in secondary schools in Ethiopia.

show abstract

Section: Discussionsupporting

confidence: 89%

Role of the Teacher in Active Learning: Efl Teachers’ Perceptions, Practices and Challenges of Implementation

Telore,

Damtew

2023

Celtic

View full text Add to dashboard Cite

show abstract

“…While the benefits of holistic education and active learning are widely recognised, challenges persist in their implementation, particularly in primary education settings. Research by Michael et al [50], Ichikawa [51], and Makar [52] has highlighted obstacles such as limited teacher familiarity with active learning methodologies, lack of knowledge and motivation, heavy teaching responsibilities, and time and cognitive resource constraints. These challenges underscore the need for ongoing support and professional development to facilitate the effective integration of holistic and active learning approaches in primary education.…”

Section: Discussionmentioning

confidence: 99%

Enhancing Active Learning through a Holistic Approach: A Case Study of Primary Education in Lithuania

Miseliūnaitė,

Cibulskas

2024

Education Sciences

View full text Add to dashboard Cite

The renewed Lithuanian General Framework for Primary Education emphasises an integrated and holistic approach, advocating for active, experiential learning methods without compartmentalisation (2022). This study aims to determine which active, holistic educational methods are prevalent in the Lithuanian primary education system. In holistic education theory, active learning methodologies are divided into transactional and transformational strands. To accomplish the research goal, we carried out a two-phase quantitative study. This study involved 365 Lithuanian primary school teachers and seven public primary schools. The researcher observed 30 lessons conducted by different teachers. The collected data underwent quantitative analysis and qualitative interpretation. The results indicate that transaction-oriented active learning methods, such as group work, discussion, and play-based learning, are standard in Lithuanian primary education settings. The study identifies a lack of transformative educational approaches at the primary level.

show abstract

Active Learning From Early Childhood to Adolescence and Beyond

Al Suwaidi

2024

Cutting-Edge Innovations in Teaching, Leadership, Technology, and Assessment

View full text Add to dashboard Cite

This chapter will focus on active learning and its application from the early years through adolescence. It will explore effective and impactful approaches and methods that promote critical thinking, engagement, and a love of learning in students of all ages. Active learning is not a brand-new idea; in fact, an early definition of the strategy describes it as “instructional activities involving students in doing things and thinking about what they are doing.” Therefore, rather than just disseminating knowledge, active learning tactics encourage students to partake in activities that call for higher-order thinking, such as reading, talking, and writing. They typically emphasize the value of having pupils reflect on their own attitudes and ideals as well.

show abstract

Understanding and practice of active learning among upper primary school science and mathematics teachers

Cited by 3 publications

References 15 publications

Role of the Teacher in Active Learning: Efl Teachers’ Perceptions, Practices and Challenges of Implementation

Role of the Teacher in Active Learning: Efl Teachers’ Perceptions, Practices and Challenges of Implementation

Enhancing Active Learning through a Holistic Approach: A Case Study of Primary Education in Lithuania

Active Learning From Early Childhood to Adolescence and Beyond

Contact Info

Product

Resources

About