It is well known that our country's education is entangled with complex problems of relevance, quality, accessibility and equity. This traditional pedagogy has been identified as one of the major reasons adversely impacting student engagement and motivation in different fields. The main aim of the current study was to promote active learning methods in the Department of physics students of Wolaita Sodo University. A descriptive survey research design was employed. Data were collected from primary sources through the questionnaire and observation. Among the department of physics students, 10 instructors and 36 students were selected using Yamane’s formula. Self-administered questionnaire was used to assess teachers’ practice of active learning methods and classroom observation. There was deviation (Std. Dev.=2.295) between the practice of ALMs and the response and the p-value (p=0.001) indicated the presence of significant association between the ALMs and the responses of students and also the observation but there was insignificant association in the response of teachers and ALMs. The major challenges of implementing ALMs are inability of students, students’ negative attitude, students’ poor attention, and language barriers. Therefore, training should be prepared for instructors to enhance ALMs that are least practiced by the instructors as well as to create awareness.
| Published in | Higher Education Research (Volume 6, Issue 4) |
| DOI | 10.11648/j.her.20210604.12 |
| Page(s) | 86-92 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2021. Published by Science Publishing Group |
Active Learning Methods, Promoting, Wolaita Sodo University
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APA Style
Takele Teshome Somano, Yeshanew Fikre Ololo. (2021). Enhancing Active Learning Methods in Department of Physics Students in Wolaita Sodo University. Higher Education Research, 6(4), 86-92. https://doi.org/10.11648/j.her.20210604.12
ACS Style
Takele Teshome Somano; Yeshanew Fikre Ololo. Enhancing Active Learning Methods in Department of Physics Students in Wolaita Sodo University. High. Educ. Res. 2021, 6(4), 86-92. doi: 10.11648/j.her.20210604.12
AMA Style
Takele Teshome Somano, Yeshanew Fikre Ololo. Enhancing Active Learning Methods in Department of Physics Students in Wolaita Sodo University. High Educ Res. 2021;6(4):86-92. doi: 10.11648/j.her.20210604.12
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Download@article{10.11648/j.her.20210604.12,
author = {Takele Teshome Somano and Yeshanew Fikre Ololo},
title = {Enhancing Active Learning Methods in Department of Physics Students in Wolaita Sodo University},
journal = {Higher Education Research},
volume = {6},
number = {4},
pages = {86-92},
doi = {10.11648/j.her.20210604.12},
url = {https://doi.org/10.11648/j.her.20210604.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20210604.12},
abstract = {It is well known that our country's education is entangled with complex problems of relevance, quality, accessibility and equity. This traditional pedagogy has been identified as one of the major reasons adversely impacting student engagement and motivation in different fields. The main aim of the current study was to promote active learning methods in the Department of physics students of Wolaita Sodo University. A descriptive survey research design was employed. Data were collected from primary sources through the questionnaire and observation. Among the department of physics students, 10 instructors and 36 students were selected using Yamane’s formula. Self-administered questionnaire was used to assess teachers’ practice of active learning methods and classroom observation. There was deviation (Std. Dev.=2.295) between the practice of ALMs and the response and the p-value (p=0.001) indicated the presence of significant association between the ALMs and the responses of students and also the observation but there was insignificant association in the response of teachers and ALMs. The major challenges of implementing ALMs are inability of students, students’ negative attitude, students’ poor attention, and language barriers. Therefore, training should be prepared for instructors to enhance ALMs that are least practiced by the instructors as well as to create awareness.},
year = {2021}
}
TY - JOUR T1 - Enhancing Active Learning Methods in Department of Physics Students in Wolaita Sodo University AU - Takele Teshome Somano AU - Yeshanew Fikre Ololo Y1 - 2021/08/23 PY - 2021 N1 - https://doi.org/10.11648/j.her.20210604.12 DO - 10.11648/j.her.20210604.12 T2 - Higher Education Research JF - Higher Education Research JO - Higher Education Research SP - 86 EP - 92 PB - Science Publishing Group SN - 2578-935X UR - https://doi.org/10.11648/j.her.20210604.12 AB - It is well known that our country's education is entangled with complex problems of relevance, quality, accessibility and equity. This traditional pedagogy has been identified as one of the major reasons adversely impacting student engagement and motivation in different fields. The main aim of the current study was to promote active learning methods in the Department of physics students of Wolaita Sodo University. A descriptive survey research design was employed. Data were collected from primary sources through the questionnaire and observation. Among the department of physics students, 10 instructors and 36 students were selected using Yamane’s formula. Self-administered questionnaire was used to assess teachers’ practice of active learning methods and classroom observation. There was deviation (Std. Dev.=2.295) between the practice of ALMs and the response and the p-value (p=0.001) indicated the presence of significant association between the ALMs and the responses of students and also the observation but there was insignificant association in the response of teachers and ALMs. The major challenges of implementing ALMs are inability of students, students’ negative attitude, students’ poor attention, and language barriers. Therefore, training should be prepared for instructors to enhance ALMs that are least practiced by the instructors as well as to create awareness. VL - 6 IS - 4 ER -
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