Abstract:
This study was made to assess the practices and challenges of SCMI in secondary schools of east
Hararghe zone, Oromia Regional State. The objectives of the study were to investigate teachers’
perceptions and current practices of SCMI. And also to examine the most commonly used
techniques and to identify the challenges that encounter implementation of SCMI. The study
utilized both qualitative and quantitative methods of data gathering tools such as questionnaires,
observation checklists, and guided interview. The data were gathered from 137 teachers, 361
students and 14 principals and analyzed using frequency, percentage and the phenomena were
carefully described. The data collected through questionnaires were analyzed using SPSS
software. Results indicated that teachers and students have good perception about the usefulness
and purpose of SCMI, but they negatively perceived in terms of the load it creates on teachers,
the problems it creates on classroom management and in terms of affecting the completion of
annual courses. The implementation of SCMI was at its infant stage in the study area and still
conventional learning method, that is, note-taking and lecturing were the dominant methods. The
most commonly used techniques of SCMI like group discussion, group work, problem solving,
laboratory activities, models preparation, and presentations were not being utilized in teachinglearning
process of the selected schools. The most frequently used techniques were question and
answer, rarely given individual assignments and class works. There was mismatch between
teachers’ understanding of the usefulness of SCMI and their actual practices. This gap was
created because of lack of adequate skills which reduced their self confidence and the identified
hindering factors such as inadequate training, poor classroom set up, inadequacy of instructional
materials, lack of science laboratories, and crowded classes. The implication of the results or the
findings is that practices of SCMI in secondary schools of the study area was at an infant stage
and there were a number of challenges that hinder the implementation of the SCMI. Thus, on the
basis of these results, valuable recommendations were made for effective implementation of
SCMI in the schools where the study was under taken. Special attention to pre-service teacher
trainees, providing in-service trainings for teachers, due attention to CPD, and providing
sufficient education facilities were the major recommendations.
