The Practice of Learner-Centered Method in Upper Primary Schools of Ethiopia

Abstract

This article explores the practice of learner-centered methodology in upper primary school of Ethiopia and the major obstacles for the effective use of such methods in the classroom. Data were collected from upper primary school teachers, school principals, and students through observation, interview and focus group discussion from the sample schools in the country. The results of the study revealed that even though it is not adequate, upper primary school teachers try to employee learner centered methodology in the classroom. The major hindering factors identified for effective implementation of these methods in the upper primary schools are generally related to student, teacher, school, and resource and equipment related factors.