The implementation of active learning in grade 9 english language classes: the case of wonji secondary school, and wonji gefferssa secondary school, east shoa, Oromia regional state

The objectives of this study were to examine the actual implementations of active learning in Wonji secondary school, grade nine English classes in focus. The research design of the study was mixed, both qualitative and quantitative. The study was conducted in grade nine students of Wonji secondary and Wonji Gefferssa Secondary schools. Data were collected from 180 male and 201 female students; systematic random sampling technique was employed to choose the sample students from 278 male and 323 female students. Among 1202 students of grade 9, only 33% were selected. All English teachers, 4 of grade 9, the supervisor and the directors were included through purposive sampling technique. The data were collected using observations, open ended and close ended questionnaires, and semi structured interviews. The students’ questionnaire data were analyzed using descriptive statistics. Data collected through observations and interview were analyzed qualitatively, describing what were obtained from the class observations and teachers’ response of interview, and interpreting what were really assessed in the classroom. Conclusions show that group and pair discussions and information exchange are not frequently practiced. Students’ participation is very less; nevertheless, lecture method of instructional approach dominated the class. The teachers give more attention to a few students who they think are cleverer than others, and yet, the middle scorers and under achievers were nearly neglected. The teaching-learning systems in grade nine English classes were dominated by traditional approach. Thus, active learning was given little attention. This in turn, hampers the students’ problem solving capacity, and leaves the students dependent learners. The findings also indicate that lack of professional support, students’ little experience in active learning and lecture method of instruction were found to be the major factors that affect the implementation of active learning in the language classes. Thus, based on the findings of the study, recommendations were forwarded to alleviate the aforementioned problems in the schools under the study.