Active learning approaches in mathematics education at universities in Ethiopia: the discrepancies between policy and practice

Abstract

English: This article aims to examine the extent to which active learning approaches are implemented in mathematics classrooms in selected Ethiopian universities. Constructivist learning theories are used as conceptual framework. In a mixed-methods sequential explanatory design, four universities in one state are purposefully selected. In the quantitative phase, 84 lecturers completed questionnaires. The qualitative approach included observation of 16 lessons, and interviews with eight lecturers and four department heads. The study found that, although the application of active learning is emphasised in Ethiopian policies, traditional lecture methods dominate most classrooms. Obstacles that practitioners experienced are identified and recommendations made. The significance of the study lies in the fact that it highlights discrepancies between policy and practice.

Afrikaans: Hierdie artikel beoog om die mate waartoe aktiewe leer in wiskunde-lokale in geselek-teerde Etiopiese universiteite geïmplementeer word, na te vors. Konstruktiwistiese leerteorieë word as konseptuele raamwerk gebruik. In ’n gemengdemetode opeenvolgende verklarende ontwerp is vier universiteite in een streek doelgerig geselekteer. In die kwantitatiewe fase het 84 dosente vraelyste voltooi. Die kwalitatiewe fase het observasie van 16 lesse en onderhoude met agt dosente en vier departementshoofde ingesluit. Die studie het gevind dat alhoewel Etiopiese beleid aktiewe leer vereis, tradisionele lesings die meeste klaskamers oorheers. Probleme wat dosente beleef, word geïdentifiseer en aanbevelings word gemaak. Die waarde van die studie lê in die feit dat dit diskrepansies tussen beleidsmakers en die toepassers van die beleid blootlê.