Abstract:
The study was initiated to assess the implementation of student-centered teaching of
Mathematics and Natural Science subjects in three selected schools in Jimma and the
surrounding towns. To this end, classroom observation method was utilized.
Accordingly, 40 lessons of 24 teachers were observed. The observation result depicts that
teachers were effectively utilizing prior knowledge of learners in starting their lessons.
They were also active in making question rich learning environment. On the contrary,
they were rated as poor in making classroom environment conducive for group learning.
Utilization of learning materials and activities was also rated as low. Subject, school
and grade wise comparison put relatively teachers teaching in Jimma University
Community school, Chemistry subject and grade nine students on the top but the rest on
the other end of the spectrum although there is no statistically significant differences.
Based on these findings, recommendations for action including area for further
research were forwarded.
