Major Challenges in Implementing Independent Learning in English Classes among Grades 9 and 10 Students of Serbo and Bulbul High Schools in Kersa Wereda in Focus.

Abstract

The concept of ‘independent learning’ is associated with, or part of a number of other educational concepts and wider policy agenda of contemporary relevance such as ‘personalized learning’, ‘student-centered learning’ and ‘ownership’ of learning. It has been seen as one of the essential elements of ‘personalized learning’ and as vital to the continuing development of a system of school education that promotes high quality and lifelong learning and social equity and cohesion. The main concern of this study was to identify the major challenges of implementing independent learning among grades nine and ten students. To this end, two schools in Kersa Wereda were purposefully selected to be the setting of the study; out of 376 students 328 students from Serbo and 48 students from Bulbul high schools were taken as the participants of this study. Eight English teachers from Serbo, two from Bulbul schools totally 10 English teachers who taught English in grades 9th and 10th were the participants of the study. To collect the necessary data for the study, student questionnaire was employed as the main data collecting tools. Besides, teacher's questionnaire, classroom observations, and interview were employed as supporting instruments so as to triangulate the findings of questionnaires of students. Then the collected data were analyzed using both quantitative and qualitative methods of data analysis. The study found out that a teacher centered approach, lack of using authentic materials, lack of learning goals, lack of confidence, high dependence on teachers, lack of practice in self-assessment and peer assessment, lack of interest and lack of learning strategies were identified as major challenges