Active learning approaches in mathematics education at universities in Oromia, Ethiopia

• Main Author: Alemu, Birhanu Moges
• Other Authors: Schulze, Salome
• Format: Others
• Language: en
• Published: 2011
• Subjects: Active learning; Student-centred teaching; University mathematics teaching; Teaching and learning methods; Lecturer-centred teaching; Constructivism; 510.711632; Mathematics > Study and teaching (Higher) > Ethiopia > Oromiyā kelel; Constructivism (Education); Constructive mathematics
• Online Access: Alemu, Birhanu Moges (2010) Active learning approaches in mathematics education at universities in Oromia, Ethiopia, University of South Africa, Pretoria, <http://hdl.handle.net/10500/4133>; http://hdl.handle.net/10500/4133

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)