Assessment of learner-centered instruction at upper primary schools of oromia special zone

Abstract

The main objective of the study was to explore the practices of learner-centered instruction in Oromia Special Zone Surrounding Finfine through quantitative method using descriptive survey design. Eight secondary schools, 381 students, 92 teachers selected using simple random sampling were included in the study. About 41 self developed questionnaire items were employed to collect quantitative data while interview were used to substantiate the findings. Analysis was made using frequency, percentage, mean and standard deviation. Findings indicate that, the level of practice of learner- centered instruction is below average; students are not participating in learner-centered instruction to the required level; lack of family support, lack of coordination among teachers and learners, lack of motivation by teachers, frequent absenteeism, uncomfortable class room situations are among the major challenges. It is recommended that school principals need to assess and improve level of learner-centered instruction, teachers should commit themselves fully, Oromia region should provide training and improve facilities including revising text books.