Meaningful learning requires active teaching and learning approaches. Thus, with a specific focus on Mathematics teaching at university in Oramia, the study aimed to:
• examine the extent to which active learning/student-centered approaches were implemented;
• assess the attitudes of university lecturers towards active-learning;
• investigate whether appropriate training and support have been provided for the implementation of an active learning approaches
• assess the major challenges that hinder the implementation of active learning approaches and
• recommend ways that could advance the use of active learning approaches in Mathematics teaching at university.
A mixed-methods design was used. Among the six universities in the Oromia Regional State of Ethiopia, two of the newly established universities (younger than 5 years) and two of the old universities (15 years and older) were involved in the study. A total of 84 lecturers participated in the study and completed questionnaires. This was complemented by a qualitative approach that used observation checklists and interviews for data gathering: 16 lessons were observed while the lecturers taught their mathematics classes (two lecturers from each of the four sample universities were twice observed). In addition, semi-structured interviews were conducted with four mathematics department heads and eight of the observed lecturers. The study adhered to ethical principles and to applied several techniques to enhance the validity/trustworthiness of the findings. / Psychology of Education / D. Ed. (Psychology of Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/4133 |
| Date | 11 1900 |
| Creators | Alemu, Birhanu Moges |
| Contributors | Schulze, Salome |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xiv, 222 leaves) |
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