The Practice and Challenges of Constructivist Teaching Approach in Dangila District Second Cycle Primary Schools, Ethiopia

The purpose of this study was to assess the current teachers’ practice of constructivist teaching approach and the major challenges that hinder its implementation in Dangilla district second cycle primary schools. To attain this purpose descriptive survey method was employed. The subjects of the study were 305 students, 134 teachers, 11 principals and 6 cluster supervisors. Cluster supervisors, teachers, and principals were selected using comprehensive sampling method whereas sample students were selected purposively. Data were collected from school principals, students and teachers by employing questionnaire and from cluster supervisors through interview. Quantitative data obtained through questionnaire were analyzed using mean, standard deviation, percentage and one sample t-test whereas the qualitative data obtained from supervisors through interview was analyzed using narrative descriptions. The result of the study revealed that teachers were not found to play the role of facilitator, reflective practitioner and scaffold of students learning except relationship building role. The effort made by second cycle primary school teachers to apply constructivist teaching approach in Dangila district was found to be below what is intended .The study revealed that major challenges that hindered effective implementation of constructivist teaching were teachers’ lack of dedication to implement constructivist teaching, large class size, scarcity of allotted time to carry out active learning in greater depth, teachers lack of skill and knowledge to utilize constructivist teaching strategies and scarcity of learning materials especially in natural science department. Based on the finding it can be concluded that even though currently teachers teaching practice seemed to be inclined towards the utilization of constructivist teaching approach, the magnitude of its practice found to be low. Teachers teaching approach in the schools that were included in the study was not found to be basically different from traditional approach in which the classroom instruction were usually dominated by teachers. To promote constructivist teaching approach teachers are expected to update their knowledge and skill through reading, participating in continuous professional development, & sharing experiences.