Enactment of student-centered approach in teaching Mathematics and Natural Sciences: The case of selected general secondary schools in Jimma zone, Ethiopia.

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.