Problems affecting the practice of student-centered approach in teachings social studies

Abstract

The study aimed to examine ways to actualize the approach in which students are responsible for their learning,  assess the major challenges that hinder the implementation of active learning approaches, and to some extent assess the attitudes of social study teachers  towards active-learning. A mixed-methods design was used. Among the eight selected woreda in Gamo Goffa Zone, a total of 61 social study teachers participated in the study and completed questionnaires. This was complemented by a qualitative approach that is Focus Group Discussion and interviews for data gathering. The study investigates that although the employment of active teaching and learning is emphasized in Ethiopian policies, traditional lecture methods, in which teachers talk and students listen, dominate the current teaching and learning process in teaching social studies in the study area. The common obstacles found included: lack of time and resources to implement, the rigidity of the time table, to some extent teacher’s attitudes, lack of instructional materials and administrative support, Problem in the seating arrangement, large classes and the huge amount of content to be covered. It is believed that training and support may improve teachers’ attitudes and teaching methods.