Journal of Pedagogical Sociology and Psychology
Problems affecting the practice of student-centered approach in teaching social studies
Lemma Tadesse 1 *
More Detail
1 Arba Minch University, College of Social Science & Humanities, Arba Minch, Ethiopia
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2020 - Volume 2 Issue 2, pp. 69-79
https://doi.org/10.33902/JPSP.202026294

Article Type: Research Article

Published Online: 08 Sep 2020

Views: 2549 | Downloads: 4456

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.
KEYWORDS
active learning traditional method learning theories teaching and learning process student-centered approach
In-text citation: (Tadesse, 2020)
Reference: Tadesse, L. (2020). Problems affecting the practice of student-centered approach in teaching social studies. Journal of Pedagogical Sociology and Psychology, 2(2), 69-79. https://doi.org/10.33902/JPSP.202026294
In-text citation: (1), (2), (3), etc.
Reference: Tadesse L. Problems affecting the practice of student-centered approach in teaching social studies. Journal of Pedagogical Sociology and Psychology. 2020;2(2), 69-79. https://doi.org/10.33902/JPSP.202026294
In-text citation: (1), (2), (3), etc.
Reference: Tadesse L. Problems affecting the practice of student-centered approach in teaching social studies. Journal of Pedagogical Sociology and Psychology. 2020;2(2):69-79. https://doi.org/10.33902/JPSP.202026294
In-text citation: (Tadesse, 2020)
Reference: Tadesse, Lemma. "Problems affecting the practice of student-centered approach in teaching social studies". Journal of Pedagogical Sociology and Psychology 2020 2 no. 2 (2020): 69-79. https://doi.org/10.33902/JPSP.202026294
In-text citation: (Tadesse, 2020)
Reference: Tadesse, L. (2020). Problems affecting the practice of student-centered approach in teaching social studies. Journal of Pedagogical Sociology and Psychology, 2(2), pp. 69-79. https://doi.org/10.33902/JPSP.202026294
In-text citation: (Tadesse, 2020)
Reference: Tadesse, Lemma "Problems affecting the practice of student-centered approach in teaching social studies". Journal of Pedagogical Sociology and Psychology, vol. 2, no. 2, 2020, pp. 69-79. https://doi.org/10.33902/JPSP.202026294
REFERENCES
  • Amenu, O. (2005). The ımplementation of active learning approach in the teachers college of Oromia. (Master’s Thesis) Addis Abeba University, Ethiopia.
  • Barr, R. B., & Tagg, J. (1995). From teaching to learning—A new paradigm for undergraduate education. Change: The magazine of higher learning, 27(6), 12-26.
  • Bowen, C. (2000). A quantitative literature review of cooperative learning effects on high school and college chemistry achievement. Journal of Chemical Education, 77(1), 116-119.
  • Braxton, J. M., Jones, W. A., Hirschy, A. S., & Hartley, H. V. (2008).The role of active learning in college persistence. New Directions for Teaching and Learning, 115(1), 71-83.
  • Derebssa, D. (2006). Tension between traditional and modern teaching-learning approaches in Ethiopian primary schools, Journal of International Cooperation in Education, 9(1), 123-140.
  • Dollard, N., Christensen, L., Colucci, K. (1996). Constructive classroom management. Focus on Exceptional Children, 29(2), 1-12.
  • Felder, R.M., Brent, R. (1994). Cooperative learning in technical courses: Procedures, pitfalls, and payoffs. ERIC Document Reproduction Service ED-377038. Retrieved from https://files.eric.ed.gov/fulltext/ED377038.pdf
  • Gay, L. Airasian, P.(2000). Educational research: competencies for analysis and application. 6th Jersey: Merrill Prentice- Hall.
  • Jerome-Freiberg, H., Huzinec, C. & Templeton, S. (2009). Classroom management – a pathway to student achievement: a study of fourteen inner-city elementary schools. The Elementary School Journal, 110(1), 64-80.
  • Hmelo-Silver, C. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
  • Kumar, R. (2006). Research methodology: A step-by-step guide for beginners.2nd England: Sage.
  • Moon, J.(2002). Reflection in learning and professional development: Theory and practice. UK: Kogan Page Limited
  • ICDR. (1999).Teacher education hand book. Addis Abba: Finfine Printing and Publishing, MoE Addis Ababa Ethiopia
  • Plass, H. (1998) “The Learner- Centered Classroom” in Quality Education ii Ethiopia: Visions For
  • 21st Century. Addis Ababa: IER.
  • Peterson, T. (2004). So you’re thinking of trying problem-based learning? Three critical success factors for implementation, Journal of Management Education, 28(5), 630-647.
  • Rayat, W.(1996). Effective teaching in Ethiopia School. Ethiopia: Kottebe College.
  • Smith, K. A.; Sheppard, S. D.; Johnson, D. W.; Johnson, R. (2005). Pedagogies of engagement: Classroom-based practices. J. Engr. Education 94(11), 87-101.
  • Transitional Government of Ethiopia [TGE]. (1994). Education and training policy. Ethiopia: Addis Ababa.
  • Teacher Education System Overhaul Programme [TESO]. (2003). Teacher education system overhaul programme. Ethiopia: Addis Ababa.
  • Wudu, M. (2006, August). A paradigm shift in teacher education institutions and its challenges to traditional system of education in Ethiopia. Paper submitted to OSSREA for 18th social science research grant award for young scholars, Addis Ababa, Ethiopia.
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.