PRACTICES AND CHALLENGES OF STUDENT-CENTERED METHOD OF INSTRUCTION IN SECONDARY SCHOOLS OF EAST HARARGHE ZONE, OROMIA REGIONAL STATE

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.