Teachers’ perceptions of active learning method in Afghanistan
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Abstract
Active learning has brought many changes in the educational context. The objectives of this study were to examine the perception of teachers towards the student-centered method and the challenges that hinder its implementation in two high schools in Kandahar, Afghanistan. A quantitative approach was employed, and the data was collected through a questionnaire. The participants were eighty-six teachers, and they were elected through a random sample. The findings revealed that instructors have a positive view regarding the student-centered method. Similarly, teachers support the active involvement of students, and persuade students during the teaching, and they are responsible for the learning of learners. Likewise, teachers connect new lessons with learners’ prior experiences, and they motivate them to provide comments about their learning to lecturers. The large number of students, deficiency of teaching materials, and lack of time were the challenges to the use of a learner-centered approach.
Keywords: Active learning; challenges; perceptions; teachers
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