An Exploration of Teachers’ Challenges and Practices in Implementing Active Learning Strategies

Abstract

The main objective of this study was to explore teachers’ practices and challenges in implementing active learning in teaching English in Grade Nine. In conducting the study, the researcher employed qualitative approach. To collect the data for the study, two main research instruments were employed. They are: class-room observation and un-structured interviews conducted with Grade Nine English teachers and students learning at the same grade level. Accordingly, the findings from classroom observation indicated that the classroom practices in implementing active learning strategies were not satisfactory. Even in their limited attempt to implement the strategy, the only technique most Grade nine English teachers frequently used was grouping students to solve various problems. Furthermore, the motivational techniques that the observed teachers were employing in the class were not in accordance with the principles of active learning. In investigating the data from the interview with Grade Nine English teachers, the results similarly revealed that most teachers had the perception that active learning was one of the significant strategies which could help students to facilitate independent learning. Nevertheless, most Grade Nine English teachers did not put it into practice fully due to various reasons. According to the present researcher’s exploration, the following difficulties were identified as major constraints affecting the implementation of active learning in Grade Nine: poor back ground of the students in speaking skills, lack of classroom facilities, lack of appropriate teaching materials, lack of deep awareness as to how implement active learning, were the most outstanding ones. Finally, recommendations were forwarded.