Use the "back" button of your browser to return to the list of abstracts.
TEACHERS’ PERCEPTIONS AND PRACTICES OF COLLABORATIVE LEARNING INSTRUCTIONS IN MATHEMATICS AND SCIENCE CLASSROOM: THE CASE OF ASSOSA UNIVERSITY, ETHIOPIA [Abstract ID: 0403-01]
The aim of this study is to investigate teachers’ perceptions and practice in using a collaborative learning approach when teaching mathematics and science. It assesses the extent to which instructors’ perceptions influence their practice and identifies factors affecting the implementation of collaborative learning in the classroom. The study took place at the College of Natural and Computational Science at Assosa University. To conduct the study, a descriptive survey design was used. All the instructors (n=76) were purposively selected and participated in the study and 70 of them completed the questionnaires. This was complemented by a qualitative approach using observation checklists and interviews for data gathering. Seven lessons were observed while the instructors were actually teaching. In addition, semi-structured interviews were conducted with seven instructors. In the selection of the sample population, purposive sampling was used. The data were analyzed using percentages and mean. The findings of the study revealed that the respondents’ view of collaborative learning is positive. However, in spite of their positive perceptions, their practice of collaborative learning methods is low. Among the major factors affecting the implementation of collaborative learning were instructors’ tendency toward the traditional/lecture method, lack of student interest, shortage of time, lack of instructional material and large class size. Finally, the study recommended that in-depth training on the content and implementation of collaborative learning methods should be provided by the university. Moreover, classroom conditions and instructional materials that may help to implement collaborative learning approaches should be provided.