Upper Primary Students’ Engagement in Active Learning: The Case in Butajira Town Primary Schools

Abstract

The purpose of this study was to examine the level of upper
primary students’ engagement in active learning. The study involved an indepth analysis and interpretation of the on-going classroom activities and
events. A total of 48 science and social studies lessons conducted by 24
teachers of grades 6 and 8 classes were observed and tape-recorded.
A combination of quantitative and qualitative approaches was employed to
analyze and interpret the data obtained from the field.
The findings of this study reveal the existence of a very low level of students’
engagement in active learning. The level of students’ engagement in active
learning was higher in grade six classes than in grade eight classes.
However, no significant subject- wise variation in engagement rate was found
in this study. The results seem to suggest that the policy has set expectation
on schools to implement a pedagogical innovation that demands more than
what they actually can at the moment.
Therefore, provision of more enabling conditions such as instructional
resources, favorable working regulation, and continuous and relevant inservice training for primary teachers is highly essential in order to narrow
down the existing gap between curriculum (policy) intentions and the actual
pedagogical practices in the classrooms.