| Peer-Reviewed

Enhancing Active Learning Methods in Department of Physics Students in Wolaita Sodo University

Received: 30 July 2021     Accepted: 12 August 2021     Published: 23 August 2021
Views:       Downloads:
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.

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.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Active Learning Methods, Promoting, Wolaita Sodo University

References
[1] Ahmed, A. K. (2013). Teacher-centered versus learner-centered teaching style. The Journal of Global business management, 9 (1): 22-34.
[2] American Psychological Association (2010). Publication Manual of the American Psychological Association. Washington DC: American Psychological Association.
[3] Barrett, A. M. (2007). Beyond the Polarization of Pedagogy: Models of Classroom Practice in Tanzanian Primary Schools. Comparative Education, 43 (2), 273-294.
[4] Bonwell C. C., and J. A. Eison, (1991) Active Learning: Creating Excitement in the Classroom, ASHEERIC Higher Education Report No. 1. Retrieved from: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf.
[5] Cress well, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage.
[6] Federal Democratic Republic Government of Ethiopia. (1994). Education and Training Policy.
[7] Harasim, L., Starr, R. H., Teles, L. & Turnoff, M. (1997). Learning networks: A field guide to teaching and learning online. Cambridge, MA: Massachusetts Institute of Technology.
[8] Ministry of Education (2011). Higher Diploma Programme for Teacher Educators: A Handbook: Addis Ababa, Ethiopia.
[9] Robson, C. (2002). Real World Research. 2nd ed. Oxford: Blackwell Publishers Ltd.
[10] Teacher Education System Overhaul (TESO). (2003). Handbook. Addis Ababa.
[11] The Federal Democratic Republic of Ethiopia. (2004). Growth and transformation plan 2010/11-2014/15. Addis Ababa.
[12] Weimer, M. (2002). Learner-centered Teaching. San Francisco: Jossey-Bass.
[13] Yamane, T. (1967) Statistics: An Introductory Analysis. 2nd Edition, Harper and Row, New York.
[14] Takele T. (2021). Promoting active learning methods. Global Research and Development Journal for Engineering | Volume 6 | Issue 9 | August 2021 ISSN: 2455-5703.
[15] Fayombo, G. A., Babalola, B. J., Olaleye, Y. L. (2012). Cross institutional study of the causes of absenteeism among the university students in Barbados and Nigeria. Journal of Educational and Developmental Psychology 2 (1), 122-136 DOI: 10.5539/jedp.v2n1p122.
[16] Paulson, D.R., and Faust, J. L. (2010). Active Learning for the College Classroom. California State University, Los Angeles, CA, 90032.
[17] Student Learning & Outcomes Assessment; University of Rhode Island Office of Student Learning & Outcomes Assessment University of Rhode Island, Kingston, RI 02881Retrieved.
Cite This Article
  • 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

    Copy | Download

    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

    Copy | Download

    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

    Copy | 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}
    }
    

    Copy | Download

  • 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  - 

    Copy | Download

Author Information
  • Department of Physics, Wolaita Sodo University, Sodo, Ethiopia

  • Department of Physics, Wolaita Sodo University, Sodo, Ethiopia

  • Sections